cirrus pilot.book

Copyright © 2008 - All Rights ReservedCirrus Design Corporation

4515 Taylor CircleDuluth, MN 55811

Cirrus Pilot Training Course

TIntroduction ...................................................................................................... 3To the Pilot in Training (PT) who uses this syllabus ....................................... 3To the Flight Instructor who uses this syllabus ............................................... 4To the Flight School Operator who uses this syllabus.................................... 5More on Using This Syllabus .......................................................................... 5The Use of Decision Making Scenarios in Flight Training .............................. 6The Pilot In Training Plays a Role in Grading the Lesson .............................. 7The Format of Each Lesson ........................................................................... 7Syllabus Shuffle .............................................................................................. 7The Cirrus Pilot Training Course and Syllabus............................................... 8The Course and Syllabus ............................................................................... 9Regulations..................................................................................................... 9FITS Terminology ........................................................................................... 9Training Philosophy ...................................................................................... 11Teaching Methods ........................................................................................ 12Developing Scenario-Based Training ........................................................... 14Single-Pilot Resource Management ............................................................. 18The SRM Decision Process.......................................................................... 24Learner Centered Grading............................................................................ 25

Strand One...................................................................................................... 29Getting Started.............................................................................................. 29Introduction to the Airplane and Fundamentals Of Flight ............................. 33How The Airplane's Systems Work............................................................... 35School Shopping........................................................................................... 37Basic Aerodynamics ..................................................................................... 39Hail Damage Survey Flight ........................................................................... 41Car Parts Delivery......................................................................................... 43The Rules of Flight........................................................................................ 45Breakfast Fly-in............................................................................................. 47Aerial Survey ................................................................................................ 51Anniversary Dinner ....................................................................................... 55The Business Proposal................................................................................. 57Red Cross Volunteer .................................................................................... 61Visit a Potential Customer ............................................................................ 63Proficiency Flight .......................................................................................... 65Pre-Solo Written Exam ................................................................................. 67First Solo Flight............................................................................................. 69Progress Flight.............................................................................................. 71

Strand Two ..................................................................................................... 75Staying Proficient.......................................................................................... 75Navigation Essentials ................................................................................... 77Golf Trip ........................................................................................................ 79Multiple Destination Cross Country .............................................................. 81Business Meeting ......................................................................................... 83Go Visit Your Mother! ................................................................................... 85Get Back for the Ball Game .......................................................................... 87Getting Ready to Fly in the Dark................................................................... 89Special Date ................................................................................................. 91Proficiency and Avoiding Hazards at Night................................................... 93Cross Country Progress Check .................................................................... 95

Strand Three................................................................................................... 97Airspace and Radio Communications........................................................... 97Drop Off a Computer for Repair.................................................................... 99Pick Up Repaired Computer ....................................................................... 101Manufacturing Plant.................................................................................... 103The Science Fair......................................................................................... 105Awards Banquet ......................................................................................... 107

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Cirrus Pilot Training Course

Strand Four................................................................................................... 109IFR Departure and Arrival........................................................................... 109Attitude Instrument Flying ........................................................................... 111Reunion Flight............................................................................................. 113VFR Cross Country Block........................................................................... 115The Architectural Prints .............................................................................. 117VFR Cross Country Block........................................................................... 121The Journalist Flight ................................................................................... 123College Recruiting Trip ............................................................................... 125Strand Check Flight .................................................................................... 127

Strand Five ................................................................................................... 129IFR Flight Planning and Holding Patterns................................................... 129FAA Safety Seminar ................................................................................... 131Weather Review and Alternate Airports...................................................... 133Avionics Repair Station Flight..................................................................... 135Solo/PIC Cross Country Block.................................................................... 137Daughter’s Spring Break Trip ..................................................................... 139Final VFR Cross Country Block .................................................................. 141Pick Up Business Equipment...................................................................... 143Instructor Guided Scenarios ....................................................................... 145The Real Estate Class ................................................................................ 147The Party .................................................................................................... 149The BCS game ........................................................................................... 151The Family Reunion.................................................................................... 153Private Pilot Knowledge Review ................................................................. 155Private Pilot Skills Review .......................................................................... 157Practical Test Review Flight ....................................................................... 159IFR Knowledge Review .............................................................................. 161Final Flight Test Review ............................................................................. 163Learner Centered Grading Sheets.............................................................. 165

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Cirrus Pilot Training Course To the Pilot in Training (PT) who uses this syllabus

Intro
Introduction
To the Pilot in Training (PT) who uses this syllabusThe Cirrus SR20 and SR22, along with a handful of other modern, technicallyadvanced aircraft, have transformed how pilots utilize their personal airplanes.New technologies and cutting-edge pilot information systems have altered thegeneral aviation landscape, allowing pilots of modern aircraft like the Cirrus toachieve from their aircraft levels of utility, capability, and safety that wereunheard of barely ten years ago.

As such, it was necessary that a pilot training solution be developed to coincidewith these expanded capabilities. This new course would not only teach themechanics of flight, but it would also focus on teaching pilots to manage aircraftsystems and to comprehend and apply the plethora of flight information nowavailable to pilots of aircraft equipped with integrated flight decks and FMS(Flight Management Systems).

This course, a blending of the Private and Instrument Pilot courses, is a productof next-generation training philosophies developed in conjunction with NASASATS (Small Aircraft Transportation System) studies. The syllabus takes athree-tiered approach to pilot development.

The first facet of this new training approach is called scenario-based training.With scenario-based training, your pilot studies gain the context of real-worldoperations and real-world problem solving. These contextual exercises finelyhone a pilot's crucial, decision making process. Scenario-based training is thecornerstone of the FAA's FITS program - a partnership between FAA,academia, and the aviation industry to increase the safety of pilot training whilemaking it more relevant to how pilots fly once licensed.

The next new aspect of this training method is the extent to which you'reinvolved in the process of your learning. With your instructor, you'll track andevaluate your progress and evolution as a pilot, you'll debrief and discuss issuesthat come up during training, and they'll solicit your input and address anyquestion. Dubbed Learner Centered Grading, it's also central to Scenario-basedtraining.

With the implementation of integrated flight decks, autopilots, FMS systems,and satellite downlink weather information, the pilots of Cirrus aircraft have attheir fingertips more information than many airline pilots have in big jets. Howdoes a private pilot learn to manage this information and not becomeoverwhelmed? This is addressed by the third tenet of this training course - SRM,Single-pilot Resource Management. SRM teaches a pilot how to safely andeffectively manage the information and expanded capability of aircraft like theCirrus.

The utility and capability of aircraft like the Cirrus can only be fully realized by apilot who is instrument rated. By blending the private and instrument coursesinto one syllabus, this course will prepare you to be a complete pilot,knowledgeable in all your aircraft's systems, since you'll have used them fromthe beginning, in a curriculum that has given these systems, and their use, acontext. Use this syllabus as a guide to the elements of your training and you'llsee, as you progress, what might seem esoteric now will all of a sudden havemuch more meaning.

By progressing through each chapter with your instructor, you'll be closer torealizing your dream, and we welcome you on this great adventure.

See you in the sky.

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To the Flight Instructor who uses this syllabus Cirrus Pilot Training Course

Intro
To the Flight Instructor who uses this syllabusWelcome to the next generation in flight instruction. This training manual andsyllabus, which combines the Private Pilot and Instrument Pilot curricula intoone course, incorporates new training philosophies designed to maximize thepotential for the primary student to emerge from this training regimen as a morecomplete, new pilot. Nevertheless, you, the instructor, are integral to yourstudent's success. This manual will provide you with the tools necessary toensure your success as a team.
This course is designed with several new and unique components, and with acertain flexibility to minimize the impact of weather delays on training. Whileearly in the student's career, you're not going to launch into an IFR lesson on aday with a low ceiling, but after the student builds a solid foundation of basicairmanship, this course will allow you, at your discretion, to cater individuallessons to the weather conditions present on the day of training. If IFRconditions are forecast or present, with this course, it's within your prerogative toswitch to an IFR lesson and make up the VFR lesson when conditions allow.Visual and Instrument training flight time minimums per the Federal AviationRegulations remain unchanged.

Also new is the opportunity for the instructor to customize the scripted scenariospresented in this course to make the scenarios more relevant to your localtraining environment and the individual experiences of your student.

Since this course was designed around the capabilities and modern featuresavailable to pilots of the Cirrus SR line of aircraft, the course gives a new contextto both visual and instrument exercises, and blends them into a more seamlesstraining agenda. It teaches the primary student how to harness and digest allthe information available to them. So while it is possible to teach the primarystudent to fly in a Cirrus aircraft with the power reduced to mimic speedscommonly seen in basic trainers, and perhaps while not utilizing both GarminGNS 430s and all the pages available on the multifunction display, it's wellproven that the pilot who completely understands their aircraft and all itscapabilities is a safer pilot. Indeed, with the typical student pilot renting trainerswith varying equipment and knobology, it's not uncommon for a renter pilot tonot be familiar with the operation of the differing GPS navigators, autopilots, andother avionics they'll encounter in any given rental aircraft.

With each lesson you'll also find a corresponding Learner Centered Gradingsheet. These are designed to facilitate a more thorough and unbiaseddebriefing, and are to be reviewed and then completed separately by bothinstructor and student, who will then compare notes and discuss items andissues where there is any discrepancy between the forms. This will help foster amore honest assessment of progress and, of course, success.

Scenario-based training doesn't really lend itself to an A through F gradingsystem, so each task in this course has instead a “desired outcome,” and uses aseries of keywords to effect and assess progress - Describe, Explain, Practice,Perform and Manage/Decide. This syllabus describes the use of this newtechnique.

Like many other training syllabi, one lesson doesn't always equate to one flight.While this course is designed to minimize the probability of repeat lessons,progress is based on competency and there will be instances that task and skillreinforcement will be necessary before progressing to the next lesson.

In the textbook appendix, you'll find a section called, “Notes to the instructor.”Contained in this section are notes you'll find helpful for each lesson in thecourse. Does the student need a specific logbook endorsement to complete thislesson? What prerequisite instruction does the FAA require for the student toprogress to a specific lesson and its tasks? Use these notes as a guide and feelfree to add to them as necessary to cater to the needs of your student.

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Cirrus Pilot Training Course To the Flight School Operator who uses this syllabus

Intro
Since this is a blended course, at some point in training your student will meetPrivate Pilot minimums but remain a student pilot. And since there is no blendedcheckride available, yet, students of this course will, therefore, be required totake and pass two checkrides - Private Pilot, Airplane first, and then InstrumentPilot, Airplane.
It's an exciting time in aviation. Airframe manufacturers are incorporating moreand more sophisticated and capable avionics and safety systems into theirproducts. This course represents a new evolution, and a new vanguard in pilottraining.

To the Flight School Operator who uses this syllabusThe Cirrus Combination Private Pilot and Instrument Rating course is not yourtraditional pilot training. You and your instructors will need to embrace the tenetsof scenario-based training, Learner Centered Grading and Single-pilotResource Management, but in the end you will produce pilots who are moresafe and more competent decision-makers.

Depending on your circumstances you can make adjustments to this course.The course does not assume that your flight school has an approved FlightTraining Device (FTD) but if you do, you can use it within this course. The FAAallows up to 20 hours of instrument flight training to be completed in anapproved FTD [regulation 61.65(e)]. This means you could remove 20 hours ofairplane lessons and replace it with 20 hours of FTD lessons. This, of course,would make the course less expensive and add more flexibility.

This course could also be approved under a Part 141 Air Agency Certificate. Ifyou already hold a Part 141 Pilot School Certificate, you could add this courseto your existing training course outline. This could add additional benefits foryour students in the area of VFR cross country training. Using Part 61 alone, thestudents in this syllabus must acquire a minimum of 50 hours of solo/PIC crosscountry time (a cross country is a non-stop flight of at least 50 nm), but there isno such 50-hour cross country requirement in the Instrument Rating courseworkof Part 141, Appendix C. Using Part 141 you could eliminate many of the VFRcross country block or “time-building” lessons. The syllabus would then trulybecome a competency-based curriculum. If your school is not already a Part141 school, you could submit this syllabus together with a Training CourseOutline that you develop and become a Part 141 school in order to takeadvantage of these student benefits. Put the potential savings from part 141together with an FTD and the student's time to train and cost to train would dropsignificantly, which would be a great selling point for your facility. The researchindicates that students, who complete his/her training in less time and with lessmoney, do so with less frustration and become life long customers!

More on Using This SyllabusThis Combination Private Pilot and Instrument Rating Syllabus is unique inseveral ways that you should be familiar with as you use the syllabus to acquirethe FAA Private Pilot Certificate and Instrument Rating. First, it is a syllabus thatuses real world scenarios as the foundation of the training. This syllabuscontains all of the elements of an FAA/Industry Training Standards (FITS)accepted training method. Flight maneuvers are still a vital part of flight trainingand flight maneuvers are a part of this syllabus, but real world scenarios areused to enhance the pilot's decision making skills. The syllabus presentssituations and circumstances that private pilots face every day as learningexperiences and lessons. The primary tenet of FITS training is that you preparefor the real world of a private pilot, by acting as a private pilot while in training.Therefore, throughout the syllabus, the PT will take on different tasks or jobs justas if he/she were already a private pilot. The second important unique feature ofthis syllabus, and of FITS training, is that it is all competency based. The times

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The Use of Decision Making Scenarios in Flight Training Cirrus Pilot Training Course

Intro
shown in each lesson are target times and should not be considered theminimum or maximum ground/flight time for the lesson. When the PT meets orexceeds the desired outcome of a particular skill area in the syllabus, he/shemoves on regardless of how much time it takes to reach that point of mastery.This means that each lesson does not necessarily equal one flight. It may takeseveral flights before the PT masters the elements of the lesson and is ready tomove on to the next lesson. Consequently, the amount of total flight hours a PThas when the syllabus is completed may be more or less than the minimumtimes under current aviation regulations.
The Use of Decision Making Scenarios in Flight TrainingThe PT, in this syllabus, is the student pilot or pilot applicant seeking the PrivatePilot and Instrument Rating. Thus, the PT will be the pilot learning how todevelop and use effective scenario-based learning. The PT will be asked toassume various pilot situations and asked to use and develop aeronautical-decision making skills in the various situations. In other words, the PT will beplaced in a pilot situation where the PT will be expected to use a problemsolving process to solve the problem or task presented in the scenario. Thefollowing discussion addresses how the CFI could use the decision makingscenario method.

For years, good flight instructors have incorporated some form of scenario-based learning into their flight training. Usually during a flight the CFI would tellthe PT that something has occurred, such as deteriorating weather, an aircraftmalfunction, or air traffic delay. The PT is to assume that the occurrence isactually real and to act accordingly. The PT might decide to divert to a differentairport after the CFI tells him/her that the weather at his/her destination is poor.The PT may decide to change from the original plan and flies to a differentairport. The difference between that and FITS is that FITS also incorporates theconsequences of the failure to arrive at the originally planned airport. If a PTdecides to fly to an alternate airport instead of the original destination becausethe CFI “makes up” a story that the weather is bad, then that alone does notconsider the consequences of that decision. What if, rather than a training flight,the flight to the original destination was to deliver a human organ for transplant— the decision to divert to an alternate airport could have the consequence ofthe patient dying that was awaiting the transplant.

If the pilot understood that his/her decision has actual life or deathconsequences, then the decision to divert will be more difficult. In the real world,these are the type of decisions a pilot faces everyday — so in this syllabus wetrain the pilot to be ready to make those decisions. For these reasons, most ofthe lessons in this syllabus are actual “missions” that carry with them actualreasons for the flight and actual consequences for the decisions the pilot willmake. The lessons are not “scripted” to the point that every outcome is known inadvance. The PT and flight instructor must be flexible enough to accept this fact.Different PTs will make different decisions, and these different decisions willalter the outcome of each flight.

Using real world scenarios as part of flight training does not in any way diminishthe need for pilots to also have good “stick and rudder” skills. Pilots will alwaysneed the skills, for instance, to land in a crosswind (although enhanced decisionmaking skills will prevent him/her from attempting a dangerous crosswindlanding in the first place!). The lessons in this syllabus therefore are all part“mission” training and part “maneuvers” training on a sliding scale. None of thelessons in this syllabus are 100 percent mission and none are 100 percentmaneuvers. The amount that any lesson is mission-based or maneuver-basedis determined by the completion standards of that lesson.

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Cirrus Pilot Training Course The Pilot In Training Plays a Role in Grading the Lesson

Intro
The Pilot In Training Plays a Role in Grading the LessonAgain, the PT will learn how to use Learner Centered Grading throughinstruction and through participation in a Learner Centered Grading processduring the course of this training.
Learner Centered Grading means that after each flight, the PT and instructorwill have a discussion of the items that were encountered on the flight and eachwill evaluate the items. The PT will judge her/his own performance. Theinstructor, likewise, will judge the PT's performance and then the PT andinstructor will compare evaluations. There will be items that both the PT andinstructor will agree were performed well and others that both agree could useimprovement. Inevitably, the PT and instructor's evaluations will disagree. Thiswill be a great opportunity to discuss alternate methods, solutions, andtechniques that could have been used by the PT to have produced a morefavorable outcome to the lesson. Mission-based flight lessons can have multipleoutcomes that are “correct.” The PT and instructor will discuss if the outcome ofthe flight was a safe outcome — which is the primary concern of any flight.

Beyond the basic safety of the flight, the PT and instructor will discuss if theoutcome could have been even better — optimized. The instructor will use a“rubric” to grade the lessons based on what is an unacceptable outcome, versusa range of possible acceptable outcomes. This “rubric” is part of each LearnerCentered Grading sheet. Every lesson on this course has a specific LearnerCentered Grading sheet in the appendix of the syllabus.

The Format of Each LessonEach lesson in this syllabus will have the same format. The PT and instructorshould read through the format information before the flight and as preparationfor the flight. Each lesson will consist of:

• Strand and Lesson Number

• Lesson Title

• Designation as a Dual or Solo Flight Lesson, or Ground Lesson

• The Scenario of the Lesson

• Scenario Objectives

• Elements of the Lesson

• Notes to the PT

• Completion Standards

• Training Time Tracking Block

• “What do you Think?” questions

• “Get Ready for the Next Lesson” tips

• Learning Objectives/Desired Outcome/Grade Sheet (in appendix)

• Notes to the Instructor (in margin, Instructor Edition only)

Syllabus ShuffleThis Cirrus Combination Private Pilot and Instrument Rating course has onemore unique feature. It contains five “learning strands.” The PT does not have tocomplete each lesson in sequence within a strand. The syllabus is designed tobe “shuffled” and to allow maximum flexibility to meet training constraints. Thereare some prerequisite lessons that must follow in a particular order, but mostlessons can come in any order within each strand. If an instructor and PT hadpreviously completed Lesson 4 and are scheduled for Flight Lesson 5, but theweather at the destination prevents that lesson, the instructor could switch andconduct Lessons 6 through 10. A diagram of each strand and each lesson of thestrand is on the following page.

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The Cirrus Pilot Training Course and Syllabus Cirrus Pilot Training Course

Intro
The Cirrus Pilot Training Course and Syllabus
Lesson 1Ground Lesson


Lesson 4Dual Flight Lesson



Lesson 7 Dual Flight Lesson









Lesson 17 Dual/Solo Flight


Lesson 19Solo Flight Lesson

Lesson 20 Ground Lesson





Lesson 25 Solo Flight Lesson







































Strand 5


Strand 1 Strand 2 Strand 3 Strand 4

Note 1: This syllabus does not assume the use of an approved Flight Training Device (FTD), but if an FTD is used in conjunction with this syllabus, 20 hours [(61.65 (e)] that are listed here as Flight Lesson can be substituted for FTD Lessons. The instructor could make these replacements in strands 4 and 5. Note 2: If this syllabus is submitted and approved under Part 141, the Solo/PIC Cross Country time can be reduced – potentially eliminating one or more of the VFR Cross Country Block lessons

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Cirrus Pilot Training Course The Course and Syllabus

Intro
The Course and SyllabusThis syllabus is an FAA Industry Training Standards (FITS) accepted trainingmethod and is unique in several ways. First, it is a syllabus that uses real worldscenarios as the foundation of the training. Flight maneuvers are still a vital partof flight training and flight maneuvers are a part of this syllabus, but the use ofreal world scenarios is used to also enhance the pilot's decision making skills.The syllabus presents situations and circumstances that pilots face everyday aslearning experiences and lessons. The primary tenet of FITS training is that youprepare for the real world of flying by acting as a pilot while in training.Therefore, throughout the syllabus, the PT will take on different tasks or jobs justas if he/she was already a certificated pilot. The second important uniquefeature of this syllabus and of FITS training is that it is all competency based.When the PT masters a particular skill area in the syllabus, he/she moves onregardless of how much time it takes to reach that point of mastery. This meansthat each lesson does not necessarily equal one flight. It may take several flightsbefore the PT masters the elements of the lesson and is ready to move on to thenext lesson. Consequently, the amount of total flight hours a PT has when thesyllabus is completed may be more than the minimum times listed throughoutthe syllabus. Please note that FITS training is conducted under the currentFAR's. Although philosophically, FITS is competency based, many trainingorganizations must still require their students to meet the FAA minimum traininghours. Courses under 14 CFR Part 142 and section 141.55(d) may be approvedto train to competency and not require a minimum number of hours.
RegulationsThis syllabus is adaptable to 14 CFR Parts 142, 141, or 61. Please refer to theappropriate regulations for your specific curriculum requirements.

FITS TerminologyAutomation Bias — The relative willingness of the pilot to trust and utilizeautomated systems.

Automation Competence — The demonstrated ability to understand andoperate the automated systems installed in the aircraft.

Automation Management — The demonstrated ability to control and navigatean aircraft by means of the automated systems installed in the aircraft.

Automated Navigation Leg — A flight of 30 minutes or more conductedbetween two airports in which the aircraft is controlled primarily by the autopilotand the on board navigation systems.

Automation Surprise — Occurs when the automation behaves in a mannerthat is different from what the operator is expecting.

Candidate Assessment — A system of critical thinking and skill evaluationsdesigned to assess a PT's readiness to begin training at the required level.

Critical Safety Tasks/Events — Those mission related tasks/events that if notaccomplished quickly and accurately may result in damage to the aircraft or lossof life.

Data Link Situational Awareness Systems — Systems that feed real-timeinformation to the cockpit on weather, traffic, terrain, and flight planning. Thisinformation may be displayed on the PFD, MFD, or on other related cockpitdisplays.

Emergency Escape Maneuver — A maneuver (or series of maneuvers)performed manually or with the aid of the aircraft's automated systems that willallow a pilot to successfully escape from an unanticipated flight into InstrumentMeteorological Conditions (IMC) or other life-threatening situations.

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FITS Terminology Cirrus Pilot Training Course

Intro
IFR Automated Navigation Leg — A leg flown on autopilot beginning from 500ft AGL on departure (unless the limitations of the autopilot require a higheraltitude) until reaching the decision altitude or missed approach point on theinstrument approach (unless the limitations of the autopilot require a higheraltitude). If a missed approach is flown, it will also be flown using the autopilotand onboard navigation systems.
Light Turbine TAA — Jet or turboprop Technically Advanced Aircraft (TAA)certified for single-pilot operations, weighing 12,500 lbs or less, that may beequipped with cabin pressurization, and may be capable of operating in Class Aairspace on normal mission profiles.

Mission Related Tasks — Those tasks required for safe and effectiveoperations within the aircraft's certificated performance envelope.

Multi-Function Display MFD — Any display that combines primarilynavigation, systems, and situational awareness information onto a singleelectronic display.

Primary Flight Display (PFD) — Any display that combines the primary sixflight instruments, plus other related navigation and situational awarenessinformation into a single electronic display.

Proficiency-Based Qualification — Aviation task qualification based ondemonstrated performance rather than other flight time or experience.

Scenario-Based Training — SBT is a training system that uses a highlystructured script of real world experiences to address flight training objectives inan operational environment. Such training can include initial training, transitiontraining, upgrade training, recurrent training, and special training. Theappropriate term should appear with the term “Scenario-Based,” e.g.,“Scenario-Based Transition Training,” to reflect the specific application.

Simulation Training Only — Any use of animation and/or actualrepresentations of aircraft systems to simulate the flight environment. PTinteraction with the simulation and task fidelity for the task to be performed arerequired for effective simulation.

Single-Pilot Resource Management (SRM) — The art and science ofmanaging all resources (both on board the aircraft and from outside sources)available to a single pilot (prior to and during flight) to ensure the successfuloutcome of the flight is never in doubt.

Technically Advanced Aircraft (TAA) — A general aviation aircraft thatcontains the following design features: Advanced automated cockpit withequipment such as an MFD or PFD, or other variations of a glass cockpit, or atraditional cockpit with GPS navigation capability, moving map display andautopilot. It includes aircraft used in both VFR and IFR operations, with systemscertified to either VFR or IFR standards. TAA's may also have automated engineand systems management.

VFR Automated Navigation Leg — A leg flown on autopilot from 1,000 ft AGLon the departure until entry to the 45-degree leg in the VFR pattern.

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Cirrus Pilot Training Course Training Philosophy

Intro
Training PhilosophyFITS Training is a scenario-based approach to training pilots. It emphasizes thedevelopment of critical thinking and flight management skills, rather thantraditional maneuver-based skills. The goal of this training philosophy is theaccelerated acquisition of higher-level decision making skills. The following aresuch skills that are necessary to prevent pilot-induced accidents:
• FITS Training Goals

• Higher Order Thinking Skills

• Aeronautical Decision Making

• Situational Awareness

• Pattern Recognition (Emergency Procedures) and Judgment Skills

• Automation Competence

• Planning and Execution

• Procedural Knowledge

• Psychomotor (Hand-Eye Coordination) Skills

• Risk Management

• Task Management

• Controlled Flight into Terrain (CFIT) Awareness

Previous training philosophies assumed that newly certified pilots generallyremain in the local area until their aviation skills are refined. This is no longertrue with the advent of Technically Advanced Aircraft (TAA) like the Cirrus. TheCirrus offers superior avionics and performance capabilities that allow us totravel faster and further than their predecessor aircraft. As a result, a growingnumber of entry-level pilots are suddenly capable of long distance, high speedtravel — and its inherent challenges. Flights of this nature routinely span diverseweather systems and topography requiring advanced flight planning andoperational skills. Advanced cockpits and avionics, while generally consideredenhancements, require increased technical knowledge and finely tunedautomation competence. Without these skills, the potential for an increasednumber of pilot-induced accidents is increased. A different method of training isrequired to accelerate the acquisition of these skills during the training process.

Research has proven that learning is enhanced when training is realistic. Inaddition, the underlying skills needed to make good judgments and decisionsare teachable. Both the military and commercial airlines have embraced theseprinciples through the integration of Line Oriented Flight Training (LOFT) andCockpit Resource Management (CRM) training into their qualification programs.Both LOFT and CRM lessons mimic real life scenarios as a means to exposepilots to realistic operations and critical decision making opportunities. The mostsignificant shift in these programs has been the movement from traditionalmaneuver-based training to incorporate training that is scenario-based.Maneuver-based training emphasizes the mastery of individual tasks orelements. Regulations, as well as Practical Test Standards (PTS), drivecompletion standards. Flight hours and the ability to fly within specifiedtolerances determine competence. The emphasis is on development of motorskills to satisfactorily accomplish individual maneuvers. Only limited emphasis isplaced on decision making. As a result, when the newly trained pilot flies in thereal world environment, he/she is inadequately prepared to make crucialdecisions. Scenario-Based Training (SBT) and Single-Pilot ResourceManagement (SRM) are similar to LOFT and CRM training. However, each istailored to the pilot's training needs. These techniques use the same individualtasks that are found in maneuver based training, but script them into scenariosthat mimic real life cross country travel. By emphasizing the goal of flying safely,

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Teaching Methods Cirrus Pilot Training Course

Intro
the PT correlates the importance of individual training maneuvers to safemission accomplishment. In addition, the instructor continuously interjects“What If?” discussions as a means to provide the trainee with increasedexposure to proper decision making. Because the “What If?” discussions are inreference to the scenario, there is a clear connection between decisions madeand the final outcome. The “What If?” discussions are designed to acceleratethe development of decision making skills by posing situations for the PT toconsider. Once again, research has shown these types of discussions help buildjudgment and offset low experience. Questions or situations posed by theinstructor must be open-ended (rather than requiring only rote or one-lineresponses). In addition, the instructor guides the PT through the decisionprocess by: 1) Posing a question or situation that engages the PT in some formof decision making activity. 2) Examining the decisions made. 3) Exploring otherways to solve the problem. 4) Evaluating which way is best. For example, whenthe PT is given a simulated engine failure, the instructor might ask questionssuch as, “What should we do now?” Or, “Why did you pick that place to land?”Or, “Is there a better choice?” Or, “Which place is the safest?” Or, “Why?” Thesequestions force the PT to focus on the decision process. This accelerates theacquisition of improved judgment, which is simply the decision making processresulting from experience. It is not innate. All of our life experiences mold thejudgment tendencies we bring to our flight situations. By introducing decisionmaking opportunities into routine training lessons, we speed up acquisition ofexperience, thus enhancing judgment.
Teaching MethodsScenario-Based Training (SBT)

For Scenario-Based Training (SBT) to be effective, it is vital that the PT and theinstructor communicate thoroughly before each training flight. Prior to the flight,the instructor will brief the scenario to be planned. The instructor will review theplan and offer guidance on how to make the lesson more effective. Discussion,in part, will reflect ways in which the instructor can most effectively draw out aPT’s knowledge and decision processes. This enables the instructor to analyzeand evaluate the PT’s level of understanding. After discussion with theinstructor, the PT will plan the flight to include:

• Purpose of flight

• Route to be flown

• Applicable NOTAMS

• Scenario destination(s)

• Desired PT learning outcomes

• Desired level of PT performance

• Desired level of automation assistance

• Possible in-flight scenario changes (during later stages of the program)

With the guidance of the instructor, the PT should make the flight scenario asrealistic as possible. This means the PT will know where he/she is going andwhat will transpire during the flight. While the actual flight may deviate from theoriginal plan, it allows the PT to be placed in a realistic scenario.

Consider the following example: The instructor provides a detailed explanationon how to control for wind drift. The explanation includes a thorough coverage ofheading, speed, angle of bank, altitude, terrain, and wind direction plus velocity.The explanation is followed by a demonstration and repeated practice of aspecific flight maneuver, such as turns around a point or S turns across theroad, until the maneuver can be consistently accomplished in a safe andeffective manner within a specified limit of heading, altitude, and airspeed. Atthe end of this lesson, the PT is only capable of performing the maneuver.

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Now, consider a different example: The PT is asked to plan for the arrival at aspecific uncontrolled airport. The planning should take into consideration thepossible wind conditions, arrival paths, airport information and communicationprocedures, available runways, recommended traffic patterns, courses of action,and preparation for unexpected situations. Upon arrival at the airport the PTmakes decisions (with guidance and feedback as necessary) to safely enter andfly the traffic pattern. This is followed by a discussion of what was done, why itwas done, the consequences, and other possible courses of action and how itapplies to other airports. At the end of this lesson the PT is capable ofexplaining the safe arrival at any uncontrolled airport in any wind condition.
The first example is one of traditional learning, where the focus is on themaneuver. The second is an example of scenario-based training, where thefocus is on real world performance. Many developers of flight training have builton the former option. Traditional training methods in many instances are givingway to more realistic and fluid forms of learning. The aviation industry is movingfrom traditional knowledge-related learning outcomes to an emphasis onincreased internalized learning in which learners are able to assess situationsand appropriately react. Knowledge components are becoming an importantside effect of a dynamic learning experience.

Reality is the ultimate learning situation and SBT attempts to get as close aspossible to this ideal. In simple terms, SBT addresses learning that occurs in acontext or situation. It is based on the concept of situated cognition, which is theidea that knowledge cannot be known and fully understood independent of itscontext. In other words, we learn better the more realistic the situation is and themore we are counted on to perform.

Michael Hebron, a well-known golf instructor, suggests that there is little theexpert can do in the way of teaching the learner particular motions of the golfswing. Instead, learning has to be experiential and feedback based; only ahandful of basic principles are involved. The same goes, he says, for any and allkinds of learning. “It's about learning, not about golf.”

SBT is similar to the experiential model of learning. The adherents ofexperiential learning are fairly adamant about how people learn. They would tellus that learning seldom takes place by rote. Learning occurs because weimmerse ourselves in a situation in which we are forced to perform. We getfeedback from our environment and adjust our behavior. We do thisautomatically and with such frequency in a compressed time frame that wehardly notice we are going through a learning process. Indeed, we may not evenbe able to recite particular principles or describe how and why we engaged in aspecific behavior. Yet, we are still able to replicate the behavior with increasingskill as we practice. If we could ask baseball slugger Mark MacGuire to map outthe actions that describe how he hits a home run, he would probable look at usdumbfounded and say, “I just do it.” On the other hand, Mark MacGuire couldmost likely describe in detail the characteristics of every baseball diamond hehas played in as well as the strengths, weaknesses, and common practices ofevery pitcher he faced.

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Developing Scenario-Based Training Cirrus Pilot Training Course

Intro
Developing Scenario-Based TrainingSBT best fits an open philosophy of blended and multiple learning solutions inwhich change and experience are valued and the lines between training andperformance improvement are blurred. For SBT to be effective it must generallyfollow a performance improvement imperative. The focus is on improvedoutcomes rather than the acquisition of knowledge and skills. Success requiresa blended, performance-based, and reinforced solution.
An athletic exercise such as basketball might prove to be a very good example.Clearly, the team's objective is to win, which means scoring more points thanthe other team. That's the performance objective. Each member of the teamalso has personal performance goals. The coach can stand at a blackboard andexplain defensive and offensive diagrams with players, the rules of the game,and so forth. By doing that, he has identified a set of learning subjects (rulesand play patterns) that are best delivered in a traditional fashion.

On the other hand, the application of these subjects and the level of proficiencyrequired in their use can only be learned on the court. The scenario in thisexample is a scrimmage. During a typical scrimmage, experienced players aremixed with non-experienced players and matched against a similarly constitutedpractice team. The two teams play a game, and the coaches stop the action atappropriate intervals to offer feedback. Learning takes place in a highly iterativefashion often without the player realizing that specific bits of learning are takingplace. The scrimmage provides a player with the opportunity to make severaldecisions, engage in complex and fast-paced behaviors, and immediately seeimpact. The coach may have some general ideas of basketball in mind andperhaps some specific learning objectives for the day, but in most cases doesnot know precisely which of them will be addressed during the scrimmage —that depends on the flow of practice.

Similarly, most flight training consists of both kinds of subjects: those amenableto traditional instructional design techniques and those better approachedthrough SBT. Neither is all that useful without the other. Before a learner canengage in a scenario, he/she needs some basic subject knowledge and skill.However, the strongest adherents of the scenario-based approach suggest verylittle subject knowledge is needed in order to take advantage of SBT. The mainpoint is that knowledge without application is worth very little.

The first step in the scenario design process is to engage a number of subjectmatter experts (SME) in a series of discovery sessions and interactive meetingsfor the purpose of identifying issues and learning objectives including higher-level and performance objectives. With clearly identified learning objectives andappropriate techniques, where to use the information can be specified. In thebasketball example, players need some rudimentary knowledge of the gameand basic skill in order to make the practice session efficient and effective.Consequently, the required knowledge and skill objects need to be integratedinto the actual sessions of practice. So, like a train pulling a number of boxcars,a traditional piece of learning precedes or is integrated into a scenario, with thescenario dictating what information is covered in the traditional piece. If, asdescribed in the scrimmage session above, you don't precisely know what willcome up in the practice, you shouldn't waste time in the traditional preparation.It's more efficient to share very basic principles and devote your resources topreparing to teach any situation that may arise. What is important, however, is toestablish the boundaries of the scenarios. These are done using performance-based learning objectives (Internalized Responses) as opposed to knowledge-based learning objectives, and are worded as performance objectives ratherthan skill-based behavior objectives.

For example, in the traditional, more repetitive, intensive flight training sessions,objectives are knowledge-based and tend to be specific and limited. On the

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Cirrus Pilot Training Course Developing Scenario-Based Training

Intro
other hand, in scenario-based training we are simply trying to determinewhether the learner has the minimum necessary knowledge/skill to qualify forthe scenario. With scenario-based objectives, we are looking for performancebehaviors and indicators of internalized responses, which are usually situationalrecognition indicators.
We can see this clearly illustrated in an automobile driver-training examplebelow. The traditional behavior (skill) objective is knowledge-based and the SBTperformance objective is performance-based (responses which are situationalrecognition indicators).

Driving Learning Objectives

Scenario design sessions should resemble focus groups in which participantswork through a series of issues, from broad scenario outlines to very specificscenario details. Direct participants to address two general areas: content andstyle.

Sessions to determine content usually ask participants to:

• Share experiences about the subject event

• Describe desirable outcomes

• Share best practices or known instances of consistent achievement of thedesired outcomes

• Create indicators of successful outcomes

• Create strategies expected to lead to successful outcomes

• Establish descriptions of successful and unsuccessful performancebehaviors related to these strategies (note that outcome measures andperformance behaviors will constitute the evaluative criteria for assessingperformance in the scenario)

After the content discussion, ask participants to review the look, feel, and flow ofthe scenario. This is much like the process used for instructional design.Develop a storyboard with a general beginning and end, using the boundariesestablished earlier. Talk through the scenario in the session and, throughiteration, create a flow script from the results.

Knowledge Behavior (Skill)

Traditional Know what a stop sign and a rail-road crossing sign look like and what they mean. Describe the correct parallel parking proce-dure.

Drive an automatic shift car on a county road over a three mile route with one RR crossing and two full stops. Maneuver the automobile into a normal parallel parking space between two other cars.

Internalized Response Performance

Scenario-Based

Appropriately apply the rules of the road for driving in the local area in moderate traffic. Deter-mine the shortest route and apply the appropriate procedures for driving in heavy and complex traf-fic conditions.

Drive from your garage to the shopping center on the same side of town. Drive from your garage to a specified address in another town over 50 miles away on the Interstate and an expressway system.

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Developing Scenario-Based Training Cirrus Pilot Training Course

Intro
Scenarios are meant to be real situations. In an ideal world, an assessmentteam would evaluate behavior and agree on several critical performancedimensions. The key indicators should come from instructors, in which they alsocreate strategies expected to lead to successful outcomes and establishdescriptions of successful and unsuccessful performance behaviors. Outcomemeasures and performance behaviors will constitute the evaluative criteria forassessing performance in the scenario.
Examples of indicators of successful outcomes are whether an airplane arrivedand was secured at the destination airport and how safe were all aspects of theflight or were there any regulatory violations. Strategies are clusters of internallyconsistent behaviors directed toward the achievement of a goal. Performancebehaviors are the key behaviors in those strategies. Establishing thesedimensions should be a group process and is usually completed in the subjectmatter expert design session.

Review, obtain learner feedback, and revise. All learning, even the mosttraditional, is iterative. The key to creating a useful scenario is to see it as alearning experience for the designers as well as the learners. This means thatresults and comments about the learning experience are shared with the SMEsand the designer so that they can review and modify the scenarios asnecessary. Obtain open-ended qualitative data from the learner and the Flightinstructor about the experience and review the data with the SMEs and thedesigner.

Based on this kind of feedback, scenarios can be revised to better target thelearner population. That process mirrors the original design steps. There aresome cautions, however, in the revision process. First, there is an old saying: “Itdoesn't take a cannon to blow away a tin can.” Basically, revisions should notneedlessly complicate the scenario or the technology needed to employ it. It iscrucial to weigh the risks of complication against the genuine learning needs.Before any revision, affirm the original purpose statement and thecategorization of learning elements.

Also, do not let principles and main points become diluted by revisions. It istempting to add more items and nuances in a scenario, but doing so furthercomplicates the learning process. Save complexity for a full-scale “capstone”experience. Remember, adding an item in traditional learning complicates thelearning process in a linear fashion. In scenarios, complication grows non-linearly with the addition of learning items. So, beware. A rule of thumb is toreduce rather than increase principles and main points in a revision.

Always review success and failure paths for realism. Remember that anychange in a scenario item complicates all items on the path following it. Anytime a decision node is altered, chances are that the decision nodes andinformation items following it must change. With every revision, follow andensure the consistency of associated paths.

Finally, remember that traditional learning elements should service thescenario-based learning elements, which are situated in a real context andbased on the idea that knowledge cannot be known and fully understoodindependent of its context. It is essential to place boundaries around scenariosto make the transitions between scenarios and traditional learning as efficientas possible.

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Cirrus Pilot Training Course Developing Scenario-Based Training

Intro
The Main Points
• Scenario-based training (SBT) is situated in a real context and is basedon the idea that knowledge cannot be known and fully understoodindependent of its context.

• SBT accords with a performance improvement and behavior changephilosophy of the learning function.

• SBT is different from traditional instructional design and one must beaware of the differences to successfully employ SBT.

• All learning solutions should employ both traditional and scenario-basedtraining.

• Traditional learning elements should service the scenario-based trainingelements.

• It is essential to place boundaries around scenarios to make thetransitions between scenarios and traditional learning as efficient aspossible.

• Use interactive discovery techniques with subject matter experts (SMEs)and designers to establish the purpose and outcomes of scenarios createthe scenarios and appropriate strategies and performance behaviors, anddevelop learner evaluation criteria.

• SBT occurs by following success and failure paths through a realisticsituation. Typically, these paths must be limited to stress the main learningobjective. Otherwise the scenario can become too complex and unwieldy.

• Open-ended qualitative learner feedback is key to successful scenariorevision, but revisions should not further complicate the scenario unlesshighly justified.

Kindley, R. (2002). Scenario-Based E-Learning: A Step Beyond Traditional E-Learning. Retrieved 02/02/05 from http://www.learningcircuits.org/2002/may2002/kindley.html.

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Single-Pilot Resource Management Cirrus Pilot Training Course

Intro
Single-Pilot Resource ManagementThe art and science of managing all the resources (both onboard the aircraftand from outside sources) are available to a single-pilot (prior to and duringflight) to ensure that the successful outcome of the flight is never in doubt. Mostof us remember a favorite instructor from our past that showed us the best wayto solve in-flight problems and unforeseen circumstances. The FITS team hascombined much of this collective (CFI) body of knowledge with some innovativeteaching methods to give pilots practical tools to teach aeronautical decisionmaking and judgment. It is called Single Pilot Resource Management (SRM).SRM includes the concepts of Aeronautical Decision Making (ADM), RiskManagement (RM), Task Management (TM), Automation Management (AM),Controlled Flight Into Terrain (CFIT) Awareness, and Situational Awareness(SA). SRM training helps the pilot maintain situational awareness by managingthe automation and associated aircraft control and navigation tasks. Thisenables the pilot to accurately assess and manage risk and make accurate andtimely decisions. This is what SRM is all about, helping pilots learn how togather information, analyze it, and make decisions.
Teaching pilots to identify problems, analyze the information, and makeinformed and timely decisions is one of the most difficult tasks for instructors. Byway of comparison, the training of specific maneuvers is fairly straightforwardand reasonably easy to understand. We explain, demonstrate, and practice amaneuver until proficiency is achieved. We are teaching the PT “what to think”about each maneuver and sign him/her off when he/she demonstratesproficiency. Teaching judgment is harder. Now we are faced with teaching thePT “how to think” in the endless variety of situations he/she may encounterwhile flying out in the real world. Often, he/she learns this by watchinginstructors. The PT observes reactions, and more importantly, actions, duringflight situations and he/she often adapts the styles of the instructor to his/herown personality.

The SRM scenarios, developed by the FITS team, incorporate severalmaneuvers and flight situations into realistic flight scenarios. The scenarios aremuch like the Line Oriented Flight Training (LOFT) employed by the majorcorporate and airline training organizations for years. Pilots in training mayrange from 100-hour VFR-only pilots, all the way to multi-thousand hour ATP’s.The strength of this format is that the participants learn not only from their flightinstructor, but from each other as well. The collective knowledge of many pilots,when guided by an experienced CFI, is much greater than the knowledge ofeach participant, including the flight instructor. In these scenarios, there are noright answers, rather each pilot is expected to analyze each situation in light ofhis/her experience level, personal minimums, and current physical and mentalreadiness level, and make his/her own decision.

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Cirrus Pilot Training Course Single-Pilot Resource Management

Intro
Single-Pilot Resource Management (SRM)
The “5P” Check

SRM sounds good on paper. However, it requires a way for pilots to understandand deploy it in their daily flights. This practical application is called the “Five Ps(5Ps)” The 5Ps consist of “the Plan, the Plane, the Pilot, the Passengers, andthe Programming”. Each of these areas consists of a set of challenges andopportunities that face a single pilot and each can substantially increase ordecrease the risk of successfully completing the flight based on the pilot's abilityto make informed and timely decisions. The 5Ps are used to evaluate the pilot'scurrent situation at key decision points during the flight, or when an emergencyarises. These decision points include, pre-flight, pre-takeoff, hourly or at themidpoint of the flight, pre-descent, and just prior to the final approach fix orlanding.

The 5Ps are based on the idea that the pilots have essentially five variables thatimpact his/her environment and that can cause the pilot to make a single criticaldecision, or several less critical decisions, that when added together can createa critical outcome.

PerformanceThe training task is:

StandardsThe PT will:

ConditionsThe training is conducted during:

Task Management (TM) Prioritize and select the most appropriate tasks (or series of tasks) to ensure successful com-pletion of the training scenario.

Note: All tasks under SRM will be embedded into the curriculum and the training will occur selectively during all phases of training. SRM will be graded as it occurs during the training scenario syllabus.

Automation Management (AM)

Program and utilize the most appropriate and useful modes of cockpit automation to ensure suc-cessful completion of the training scenario.


Risk Management (RM) and Aeronautical Decision Making (ADM)

Consistently make informed deci-sions in a timely manner based on the task at hand and a thorough knowledge and use of all available resources.


Situational Awareness (SA)

Be aware of all factors such as traffic, weather, fuel state, aircraft mechanical condition, and pilot fatigue level that may have an impact on the successful comple-tion of the training scenario.


Controlled Flight Into Ter-rain (CFIT) Awareness

Understand, describe, and apply techniques to avoid CFIT encoun-ters:

a. During inadvertent encounters with IMC during VFR flight.

b. During system and navigation failures and physiological inci-dents during IFR flight.


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Intro
The authors of the FITS concept felt that current decision making modelstended to be reactionary in nature. A change has to occur and be detected todrive a risk management decision by the pilot. For instance, many pilots ascribeto the use of risk management sheets that are filled out by the pilot prior totakeoff. These catalog risks that may be encountered that day and turn theminto numerical values. If the total exceeds a certain level, the flight is altered orcancelled. Informal research shows that while these are useful documents forteaching risk factors, they are almost never used outside of formal trainingprograms. The number of pilots who use them before each and every flightapproaches zero. The 5P concept is an attempt to take the informationcontained in those sheets, and in the other available models, and operationalizeit.
The 5P concept relies on the pilot to adopt a “scheduled” review of the criticalvariables at points in the flight where decisions are most likely to be effective.For instance, the easiest point to cancel a flight due to bad weather is before thepilot and passengers walk out the door and load the aircraft. So the first decisionpoint is pre-flight in the flight planning room, where all the information is readilyavailable to make a sound decision, and where communication and FBOservices are readily available to make alternate travel plans.

The second easiest point in the flight to make a critical safety decision is justprior to takeoff. Few pilots have ever had to make an “emergency take-off”.While the point of the 5P check is to help you fly, the correct application of the5Ps before takeoff is to assist in making a reasoned go/no-go decision based onall the information available. That decision will usually be to “go”, with certainrestrictions and changes, but may also be a “no-go”. The key point is that thesetwo points in the process of flying are critical go/no-go points on each and everyflight.

The third place to review the 5Ps is at the mid point of the flight. Often, pilotsmay wait until the ATIS is in range to check weather, yet at this point in the flightmany good options have already passed behind the aircraft and pilot.Additionally, fatigue and low altitude hypoxia serve to rob the pilot of much ofhis/her energy by the end of a long and tiring flight day. This leads to a transitionfrom a decision making mode to an acceptance mode on the part of the pilot.

The last two decision points are just prior to descent into the terminal area andjust prior to the final approach fix as preparations for landing commence. Mostpilots execute approaches with the expectation that they will land out of theapproach every time. A healthier approach requires the pilot to assume thatchanging conditions (the 5Ps again) will cause the pilot to divert or execute themissed approach on every approach. This keeps the pilot alert to all manner ofconditions that may increase risk and threaten the safe conduct of the flight.Diverting from cruise altitude saves fuel, allows unhurried use of the autopilot,and is less reactive in nature. Diverting from the final approach fix, while moredifficult, still allows the pilot to plan and coordinate better, rather than executinga futile missed approach. Now lets look in detail at each of the “Five Ps”.

The Plan

The “Plan” can also be called the mission or the task. It contains the basicelements of cross country planning, weather, route, fuel, publications currency,etc. Unlike RM sheets that pilots fill out before a flight, the plan should bereviewed and updated several times during the course of the flight. A delayedtakeoff due to maintenance, fast moving weather, and a short notice TemporaryFlight Restriction (TFR) may all radically alter the plan. Several excellent flightplanning software packages are available that automates this process, allowingthe pilot additional time to evaluate and make decisions. Some include real-timeand graphical TFR depictions. The plan is not just about the flight plan, but the

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entire day’s events surrounding the flight and allowing the pilot to accomplishthe mission. The plan is always being updated and modified and is especiallyresponsive to changes in the other four remaining P’s. If for no other reason, the5P check reminds the pilot that the day's flight plan is a “living” document,subject to change at any time.
Obviously the weather is a huge part of any “plan.” The addition of real-timedata link weather information gives the TAA pilot a real advantage in inclementweather, but only if the pilot is trained to retrieve and evaluate the weather inreal-time without sacrificing situational awareness. And of course, weatherinformation should drive a decision, even if that decision is to continue on thecurrent “plan.”

The Plane

Both the plan and the “plane” are fairly familiar to most pilots. The planeconsists of the usual array of mechanical and cosmetic issues that every aircraftpilot, owner, or operator can identity. However, with the advent of the TechnicallyAdvanced Aircraft (TAA), the plane has expanded to include database currency,automation status, and emergency backup systems that were unknown a fewyears ago. Much has been written about single-pilot IFR flight both with, andwithout, an autopilot. While this is a personal decision, it is just that, a decision.Low IFR in a non-autopilot equipped aircraft may depend on several of the otherP’s we will discuss. Pilot proficiency, currency, and fatigue are among them. TheTAA offers many new capabilities and simplifies the basic flying tasks, but only ifthe pilot is properly trained and all the equipment is working as advertised.

This is an area all pilots are learning more and more about each day.Technically Advanced Aircraft (TAA), especially when used for businesstransportation, expose the pilot to more high altitude flying, long distance andendurance, and more challenging weather simply due to their advancedcapabilities. The traditional “IMSAFE” checklist is a good start. However, each ofthese factors must be taken in consideration of the cumulative effect of all ofthem together and the insidious effects of low altitude hypoxia. An informalsurvey of TAA pilots show that almost half fly with pulse oxymeters to display theeffects of low altitude hypoxia in a graphic manner.

The combination of a late night, pilot fatigue, and the effects of sustained flightabove 5,000 feet may cause pilots to become less discerning, less critical ofinformation, less decisive, and more compliant and accepting. Just as the mostcritical portion of the flight approaches (for instance a night instrumentapproach, in the weather, after a four hour flight) the pilot's guard is down themost. The 5P process emphasizes that the pilot recognize the physiologicalsituation he/she is placing his or herself in at the end of the flight, before he/sheeven takes off, and continue to update his/her condition as the flight progresses.Once identified, the pilot is in an infinitely better place to make alternate plansthat lessen the effect of these factors and provide a safer solution.

The Passengers

One of the key differences between CRM and SRM is the way passengersinteract with the pilot. In the airline industry the passengers have entered into acontractual agreement with the pilots company with a clearly defined set ofpossible outcomes. In corporate aviation, the relationship between crew andpassengers is much closer, yet is still governed by a set of operating guidelinesand the more formal lines of corporate authority. However, the pilot of a highlycapable single-engine aircraft has entered into a very personal relationship withthe passengers, in fact, they sit within an arm’s reach all of the time.

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It may be easy, especially in business travel, for the desire of the passengers tomake airline connections or important business meetings to enter into the pilot'sdecision making loop. If this is done in a healthy and open way, it is a verypositive thing. However, this is not always the case. For instance, imagine aflight to Dulles Airport and the passengers, both close friends and businesspartners, need to get to Washington D.C. for an important meeting. The weatheris VFR all the way to southern Virginia then turns to low IFR as the pilotapproaches Dulles. A pilot employing the 5Ps approach might considerreserving a rental car at an airport in northern North Carolina or southernVirginia to coincide with a refueling stop. Thus, the passengers have a way toget to Washington, and the pilot has an out to avoid being pressured intocontinuing the flight if the conditions do not improve. Passengers can also bepilots. The old joke says that when four CFIs board a light general aviationaircraft, a NOTAM should be posted. There is some truth to this. If no one isdesignated as pilot in command and unplanned circumstances arise, thedecision making styles of four self confident CFIs may come into conflict.Another situation arises when an owner-pilot flies with a former CFI in the rightseat on a business trip. Unless a clear relationship is defined and briefed prior tothe flight, the owner-pilot may feel some pressure to perform for the IndividualLearning Manager (possibly beyond his or her capability), and the IndividualLearning Manager may feel inhibited from intervening in small decisions until itis clearly evident that the pilot is making poor decisions. This is actually a CRMsituation and requires clear pre-flight understanding of roles, responsibilities,and communication. Non-Pilots can also cause the pilot to review the SRMprocess.
The Pilot

Pilots need to be aware that non-pilots may not understand the level of riskinvolved in the flight. There is an element of risk in every flight. That's why SRMcalls it “risk management” not “risk elimination.” While a pilot may feelcomfortable with the risk present in a night IFR flight, the passengers may notand may manifest this during the flight. The human reaction to fear anduncertainty is as varied as the shapes of our ears. Some become quiet, sometalk incessantly, and in extreme cases anger and fear are strongly manifested.This may be the last thing the pilot needs to deal with while shooting the ILS to400 feet and a mile visibility at midnight.

The Programming

A pilot employing SRM should ensure that the passengers are involved in thedecision making and given tasks and duties to keep them busy and involved. If,upon a factual description of the risks present, the passengers decide to buy anairline ticket or rent a car, then a good decision has generally been made. Thisdiscussion also allows the pilot to move past what he or she thinks thepassengers want to do and find out what they actually want to do. This removesa load of self-induced pressure from the pilot.

The TAA adds an entirely new dimension to the way general aviation aircraft areflown. The Glass Cockpit, GPS, and Autopilot are tremendous boons to reducepilot workload and increase pilot situational awareness. And frankly, theprogramming and operation of these devises is fairly simple and straightforward.However, unlike the analog instruments they replace, they tend to capture thepilot's attention and hold it for long periods of time (like a desktop computer). Toavoid this phenomenon, the pilot should plan in advance when and where theprogramming for approaches, route changes, and airport information gatheringshould be accomplished as well as times it should not. Pilot familiarity with theequipment, the route, the local air traffic control environment, and his/her own

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Intro
capabilities vis-à-vis the automation should drive when, where, and how theautomation is programmed and used. The pilot should also consider what his/her capabilities are in response to last minute changes of the approach (and thereprogramming required) and ability to make large-scale changes (a re-route forinstance) while hand flying the aircraft. Since formats are not standardized,simply moving from one manufacturer's equipment to another should give thepilot pause and require more conservative planning and decisions.
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The SRM Decision Process Cirrus Pilot Training Course

Intro
The SRM Decision ProcessThe SRM process is simple. At least five times, before and during the flight, thepilot should review and consider the “Plan, the Plane, the Pilot, the Passengers,and the Programming” and make the appropriate decision required by thecurrent situation. It is often said that failure to make a decision is a decision.Under SRM and the 5Ps, even the decision to make no changes to the currentplan, is made through a careful consideration of all the risk factors present.
Example of Single-Pilot Resource Management

The teaching of SRM is best accomplished in a seminar environment. Recently,the authors conducted a set of classroom seminars that presented real-timeflight scenarios to a room full of qualified pilots of varied experiences. The firstscenario presented was a night MVFR/IFR flight from St. Augustine Florida toWashington Dulles Airport. The original plan called for a non-stop flight with a45-minute fuel reserve. The plane was a well-equipped TAA with a minornavigation light problem that delayed departure by an hour. The passengerswere one pilot and one non-pilot. The non-pilot seemed nervous about the tripand a little ill. Both passengers needed to get to Washington DC for animportant meeting the next day. The pilot had spent a full day at a flight refresherclinic, including a two-hour flight and a three-hour class, and felt reasonablyrefreshed at the 5 PM departure time. And finally, the GPS/MFD, theprogramming, combination looked like it would make the flight a snap. However,there were questions about the currency of the database that required the pilot'sattention.

The discussion that followed revolved around the reliability of the weather data,the fatigue of the pilot landing at Dulles at 9 PM, alternate ways to get thepassengers to their meeting, minimum requirements for aircraft night flight, anda more complete understanding of the benefits and challenges posed by GPSprogramming and database currency. The 5Ps ensured that each pilot looked atthe entire picture prior to making the critical decisions that would lay thegroundwork for success or failure over four hours later in Washington.

Predictably, the destination weather deteriorated slowly as the flight proceedednorthbound. The pilot's fatigue level, low altitude/long duration hypoxia, asuccession of minor annoyances caused by the airplane and the passengers,began to become a factor. Again, the pilots applied the 5Ps, and many decidedto land short of Washington Dulles, check the weather, and secure a rental caras a backup for the Monday morning meeting (in fact many decided this prior totakeoff).

For the purposes of the discussion, this aircraft was equipped with a ballisticparachute system. For those that proceeded to Dulles, the scenario ended witha spatial disorientation incident at 1500 feet, 10 miles short of the airportcaused by pilot fatigue, latent hypoxia, and failure to use the autopilot. For many,it was the first time they had considered all the options available, and thecriticality of quick and accurate decisions. In the background, another IndividualLearning Manager began calling out altitudes and speeds as the aircraftdescended to the ground, providing an added dose of realism and pressure.Should the class initiate an unusual attitude recovery, and if it did not workshould they attempt another? How much will the passengers help or hinder thepilots thought processes? When, and how, should the ballistic parachute systembe deployed, and what are its limitations? This scenario sparked questionsabout the capabilities and limitations of the autopilot, cockpit automation, andthe parachute system. More importantly, it caused the pilots in the room toexamine how they should gather critical information, assess the risks inherent inthe flight, and take timely action. All agreed that a few accurate decisions beforeand during the early part of the flight reduced the risk to pilot and passengers.

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Cirrus Pilot Training Course Learner Centered Grading

Intro
All these questions were discussed in a lively thirty minute session following thescenario. In this type of SBT, the group discussion is just as important as theactual situation, for it is during the discussion that the pilots are most ready tolearn, and begin to develop a mental model of how they might react tosituations. Instead of encountering a once in a lifetime, life or death, situationalone on the proverbial dark and stormy night; the participants could examinehow the situation had developed, understand the options available to him/her,and begin to develop a general plan of action well ahead of time.
Learner Centered GradingThe third component of the FITS training method, following each flight scenario,is to use the concept of Learner Centered Grading. Learner Centered Gradingincludes two parts: learner self assessment and a detailed debrief by theinstructor. The purpose of the self assessment is to stimulate growth in thelearner's thought processes and, in turn, behaviors. The self assessment isfollowed by an in-depth discussion between the instructor and the PT whichcompares the instructor ratings to the PT’s self assessment. To improvelearning, it is recommended that learners prepare to learn from his/herexperiences both before and after key events. This preparation should increaselearning and enhance future performance. Pre-briefs are essential for settinggoals. During key events, especially those that require high levels of attention,there may be little time for learning; most individuals allocate the bulk of theircognitive resources to performing the actual task. However, they may alsodedicate some cognitive resources to self-monitoring, learning, and correction.How facilitation and feedback occur is important to the learning process. Inorder for feedback to be useful for both informational and motivational purposes,it should be designed systematically. For example, the facilitator (flightinstructor) should avoid lecturing the learner, and should withhold his/herobservations and opinions of the exercise until the learner has given his/heropinion. The use of closed-ended questions may stymie the usefulness of thefeedback process as well, as they encourage one-word yes/no types of answersthat do not elicit opinions of performance or suggestions for improvement. It ismore effective to use open-ended questions that probe the learner to assesshis/her own performance. Allotting enough time for the feedback is alsoimportant. Debriefs that are rushed often turn into one-way “lectures” due totime constraints. Referring to prior pre-briefs when conducting subsequentdebriefs provides a sense of continuity, reliability, and consistency, all of whichare desirable attributes of a feedback source. Reminding learners of goals andlessons learned from prior exercises helps him/her plan for future events.Learners may also be more receptive to feedback during a debrief if they wereappraised of the goal criteria in a pre-brief. The FITS approach utilizesscenarios to teach Single-Pilot Resource Management (SRM) whilesimultaneously teaching individual tasks such as landings and takeoffs. Theauthors quickly realized that this required a new approach to the PT’sperformance measurement. Traditional grading approaches are generallyteacher centered and measure performance against an empirical standard. Thefollowing is an example of a traditional flight syllabus.

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Learner Centered Grading Cirrus Pilot Training Course

Intro
A Traditional Grading Scale
• Excellent: the PT has performed in an excellent manner

• Good: the PT has exceeded basic requirements

• Satisfactory: the PT has met basic standards

• Marginal: the PT has failed to perform the task standards

• Unsatisfactory: the PT has demonstrated significant performancedifficulties

A Traditional Lesson

This type of grading scale is in wide use throughout the aviation trainingindustry. While it appears to be based on published standards, in reality it isoften used as a tool to determine PT progress and provide motivation. Thus, onthe first lesson a PT may receive an “Excellent” grade for attempting to plan theflight and accomplishing the weight and balance with a few minor errors.However, by the third flight, that same performance may only earn a“Satisfactory” grade due to lack of PT progress (note that while performanceremained the same, the grade changed). Additionally, the flight instructorawards the grade based on his/her observation of the PT's performance. Thisobservation, while accurate, may not be based on an understanding of the PT'slevel of knowledge and understanding of the task. Lastly, the PT has beenconditioned since grade school to look at grades as a reward for performanceand may feel that there is a link between grades earned and his/her self-esteem. In reality, none of this aids PT performance in any meaningful way.

The Learner Centered Grading approach addresses the above concerns. First,the grade is now a “Desired Scenario Outcome.” These outcomes describe PTlearning behavior in readily identifiable and measurable terms. They reflect thePT's ability to see, understand, and apply the skills and tasks that are learned inthe scenario.

For instance, a PT who can “explain” a successful landing has achieved thebasic level of competence to begin the learning process. Once the PT can“explain” the effect of crosswind and speed reduction on rudder effectiveness,he/she has achieved a level of learning that will allow for meaningful “Practice.”The “Perform” level denotes unsupervised practice and self-correction of errors.These grades are equally applicable to the first scenario to the last since theyare not lesson dependent.

The grade of “Manage/ Decide” is used solely for SRM grading and the grade of“Perform” is used solely for task grading. A PT who is becoming proficient ataeronautical decision making and risk management would be graded first at the“Explain” level, then at the “Practice”, and finally at the “Manage/Decide” level. AManage/Decide or Perform grade does not describe perfection. Rather, these

Lesson Tasks Lesson Sub Tasks Lesson Grading

Flight Planning Flight Planning Weight and Balance and Aircraft Performance Calculations

U, M, S, G, E U, M, S, G, E

Normal Pre-Flight and Cockpit Procedures

Normal Pre-Takeoff Checklist GPS/Avionics Programming MFD /PFD Setup

U, M, S, G, E U, M, S, G, E U, M, S, G, E

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Cirrus Pilot Training Course Learner Centered Grading

Intro
grades simply show a proficient pilot who corrects his/her own errors so that theoutcome of the flight is never in doubt. Realistically, this is the performance levelwe desire. All pilots make mistakes; it is in learning to identify and correctmistakes that they become proficient pilots.
Desired Outcomes

The objective of scenario-based training is a change in the thought processes,habits, and behaviors of the PT during the planning and execution of thescenario. Since the training is learner centered, the success of the training ismeasured in the following desired PT outcomes.

(a) Maneuver Grades (Tasks)

Describe: at the completion of the scenario, the PT will be able to describe thephysical characteristics and cognitive elements of the scenario activities.Instructor assistance is required to successfully execute the maneuver.

Explain: at the completion of the scenario the PT will be able to describe thescenario activity and understand the underlying concepts, principles, andprocedures that comprise the activity. Significant instructor effort will be requiredto successfully execute the maneuver.

Practice: at the completion of the scenario the PT will be able to plan andexecute the scenario. Coaching, instruction, and/or assistance from the CFI willcorrect deviations and errors identified by the CFI.

Perform: at the completion of the scenario, the PT will be able to perform theactivity without assistance from the CFI. Errors and deviations will be identifiedand corrected by the PT in an expeditious manner. At no time will the successfulcompletion of the activity be in doubt. (“Perform” will be used to signify that thePT is satisfactorily demonstrating proficiency in traditional piloting and systemsoperation skills.)

Not Observed: Any event not accomplished or required.

(b) Single-Pilot Resource Management (SRM) Grades

Explain: the PT can verbally identify, describe, and understand the risksinherent in the flight scenario. The PT will need to be prompted to identify risksand make decisions.

Practice: the PT is able to identify, understand, and apply SRM principles to theactual flight situation. Coaching, instruction, and/or assistance from the CFI willquickly correct minor deviations and errors identified by the CFI. The PT will bean active decision maker.

Manage/Decide: the PT can correctly gather the most important data availableboth within and outside the cockpit, identify possible courses of action, evaluatethe risk inherent in each course of action, and make the appropriate decision.Instructor intervention is not required for the safe completion of the flight.

Not Observed: Any event not accomplished or required.

Grading will be conducted independently by the PT and the instructor, and thencompared during the post-flight critique.

Learner Centered Grading (outcomes assessment) is a vital part of the FITSconcept. Previous syllabi and curriculum have depended on a grading scaledesigned to maximize PT management and ease of instructor use. Thus thetraditional: “excellent, good, fair, poor” or “exceeds standards, meets standards,needs more training” often meet the instructor's needs but not the needs of thePT. The Learner Centered Grading described above is a way for the instructorand PT to determine the PT's level of knowledge and understanding. “Perform”is used to describe proficiency in a skill item such as an approach or landing.“Manage-Decide” is used to describe proficiency in the SRM area such as ADM.

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Learner Centered Grading Cirrus Pilot Training Course

Intro
“Describe,” “explain,” and “practice” are used to describe PT learning levelsbelow proficiency in both.
Grading should be progressive. During each flight, the PT should achieve a newlevel of learning (e.g. flight one, the automation management area, might be a“Describe” item by flight three a “Practice” item, and by flight five a “Manage-decide” item.

An Example of Learner Centered Grading

Immediately after landing, and before beginning the critique, flight instructorLinda asks her PT Brian to grade his performance for the day. Being asked tograde himself is a new experience but he goes along with it. The flight scenariohad been a two-leg IFR scenario to a busy class B airport about 60 miles to theeast. Brian had felt he had done well in keeping up with programming the GPSand the MFD until he reached the approach phase. He had attempted toprogram the ILS for runway 7L and had actually flown part of the approach untilATC asked him to execute a missed approach.

When he went to place a grade in that segment he noticed that the grades weredifferent. Instead of satisfactory or unsatisfactory he found, Describe, Explain,Practice, and Perform. He decided he was at the Perform level since he had notmade any mistakes.

When Linda returned, Brian discovered that she had graded his flight as well,with a similar grade sheet. Most of their grades appeared to match until the itemlabeled “programming the approach”. Here, where he had placed a “Perform”Linda had placed an “Explain”. This immediately sparked a discussion. As itturned out, Brian had selected the correct approach, but he had not activated it.Before Linda could intervene, traffic dictated a go-around. Her “explain” gradetold Brian that he did not really understand how the GPS worked and he agreed.Now, learning could occur.

In the following table, the desired outcome denotes a PT near the beginning oftraining and the grades reflect proficiency of the PT to an expected level ofperformance in each of these areas. These grades are not self-esteem relatedsince they do not describe a recognized level of prestige (such as “A+” or“Outstanding”), rather a level of performance. You can't flunk a lesson. However,you can fail to demonstrate the required flight and SRM skills. By reflecting onthe lesson and grading his/her own performance, the PT becomes activelyinvolved in the critique process. PT participation in the process also reduces theself-esteem issue. But most importantly, this establishes the habit of healthyreflection and self-criticism that marks most competent pilots.

Learner Centered Scenario Grading-Desired Outcome

Scenario Activities Scenario Sub Activities Desired Scenario Outcome

Flight Planning Scenario Planning Weight & Balance and Performance Calculations Pre-flight SRM Briefing Decision Making and Risk Management

Perform Perform PerformExplain/Practice

Normal Pre-Flight and Cockpit proce-dures

Normal Pre-Takeoff Checklist Procedures GPS Programming MFD Setup PFD Setup

Perform Explain/Practice Practice Explain/Practice

Engine Start and Taxi Procedures

Engine Start Taxi SRM/Situational Awareness

Perform Perform Explain/Practice

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Cirrus Pilot Training Course: Lesson 1 Getting Started

1
Strand One
Lesson 1: Getting Started

Ground Lesson

Lesson Time: Approximately 3.0 hours Conducted in Two or More Sessions

OverviewYou are a student pilot beginning your training to become a Private Pilot with anInstrument Rating; its more than that. You are going to train in one of the mostadvanced aircraft that has ever been built — The Cirrus. In the 1990's it wouldhave been impossible to have this technology available to people who were justlearning to fly. The technology that did exist in aircraft then were utilized by onlyairline and military pilots — not beginners. Today we are the beneficiary of atrue revolution in general aviation.The new technologies that now are availablein the Cirrus aircraft mean that pilots of today are much more than just “stick andrudder” operators, we must become “information and systems managers.” TheCirrus aircraft offers a level of information and safety that pilots only a short timeago could only have dreamed of — but there can be a gap between the“available” safety that the Cirrus offers and the “actual” safety that a pilot enjoys.To narrow that gap and take the fullest advantage of today's technology, pilotsmust understand how their technology works and how to apply it in the realworld.

The first lesson of your adventure in the Cirrus Combination Private Pilot andInstrument Rating Syllabus is to work on the ground to become familiar with theairplane's systems, the technology available, and the way in which this syllabuswill be taught. If you have not already done so, read the section in theintroduction section of the syllabus that explains the FAA's Industry TrainingStandards (FITS). FITS is a new way to teach general aviation pilots to fly andwe think that this method matches perfectly with the new technology of theCirrus aircraft. The instructor will explain your role before, during, and after eachlesson with Learner Centered Grading. Then, it's on to the airplane's technologyitself. The term Technically Advanced Aircraft (TAA) is defined as an aircraft thathas a Global Positioning System (GPS), a computerized moving map that usesthe GPS and an autopilot. Your Cirrus airplane is therefore a super TAA! It willbecome very important that you learn how the systems operate and how to usethem. Research has shown that a little time on the ground learning the systemsis paid back several times over in reduced time in the air learning and increasedsafety while in the air. It is just like any new software program you get — youneed a little time getting comfortable. Your instructor will help you getcomfortable by getting time with the system. This practice could be on acomputer, in a flight simulator, in the actual airplane, or all three. Let's getstarted!

Lesson ObjectiveThe purpose of this lesson is to provide the PT with an overview of theCombination Private Pilot and Instrument Rating Course (Airplane), the methodof training that will be used, and the technology that is specific to the Cirrusaircraft.

This lesson will also include discussions on the use and understanding of thePrivate Pilot Certificate, Private Pilot Airplane Practical Test Standards, and theInstrument rating Airplane Practical Test Standards and the Safety Policies andProcedures.

P/N 19605-001

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Getting Started Cirrus Pilot Training Course: Lesson 1

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Completion StandardsThis lesson is complete when the PT is able to meet the desired outcomes thatare indicated on the Learner Centered Grading sheet for this lesson. The PT willunderstand the basic outline of the Private Pilot Certification Course, the role ofthe Safety Policies and Procedures, and the Aviation Safety Program within his/her training. Additionally, the PT will be able to identify major components of theaircraft and aircraft systems including the use of the advanced technologysystems.
Part One: Introduction to Scenario-Based Training

Purpose:

The purpose of this lesson is to introduce to the PT to the method of trainingused in this course. Once flight training was just a series of maneuvers that hadlittle (if any) real world application. The FAA Industry Training Standards (FITS)is a program that uses three specific tenets: Scenario-Based Training, LearnerCentered Grading, and Single-Pilot Resource Management. The FITS methodof training and the high technology of the Cirrus airplane is a perfect match. Inthe information age we must “train like we fly and fly like we train.”

Part Two: Introduction to the Cirrus Equipment

Purpose:

The purpose of this lesson is to introduce the PT to what the technology is. Theintended applications of the equipment, as well as its limitations will also beintroduced.

What is a PFD? The Primary Flight Display is the product of a true revolution ingeneral aviation. The PFD replaces the round dial gauges that were in use sincethe 1920's.

What is the MFD? The Multi-Function Display is a technological advancementthat provides a display that integrates many of the navigation needs in an easyand suitable package. Not only does the MFD provide the pilot with mapdisplays, but it can also alert the pilot to traffic, terrain, and weather information.

One of the primary applications of the MFD is to improve a pilot's situationalawareness. The MFD can track and identify other aircraft with the properequipment, as well as help maintain situational awareness.

Another application of the MFD is to aid a pilot in navigation. With this systempilots can access accurate moving map displays along their intended flight path.In addition, other pertinent information to the flight may be displayed such asweather along the route, terrain that may be encountered, and traffic.

The MFD is not designed nor is it intended to replace the pilot's responsibility tomaintain situational awareness. The pilot will still be responsible for maintainingseparation from other aircraft. The MFD is another form of navigation aid butdoes not provide conflict resolution for weather, traffic, or terrain.

Part Three: Equipment — sometimes called “Knobology”

Purpose:

The purpose of this is to introduce the PT to the primary components involvedwith the equipment.

Hard Keys: These are the keys that possess designated functions that do notchange with the menu or programming features being accessed. Themanufacturer of the equipment designates which keys are hard keys and whatfunction they will perform. Typically hard keys can only access one function,regardless of what menu or function is currently in use.

Soft Keys: Soft Keys also contain designated functions, but the functions willchange depending upon the menu item or function that is currently beingaccessed.

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Cirrus Pilot Training Course: Lesson 1 Getting Started

1
Function: Shows the available functions.
Menu/Enter: Menu options that are typically available include moving mapdisplays, flight planning, and barometric pressure setting for the aircraft’s currentlocation. This key shows the options for each function.

Displays: Displays typically pair with information contained in the data card andGPS systems. Displays can be as detailed as airport maps to assist the pilottaxiing at an unfamiliar airport to a terrain map comparable to the pilot's choiceof a VFR chart or low level Instrument chart.

Line Select: The selection of line items typically involves the use of the SoftKeys. The line items will vary from one menu to the next, and dependent uponthe menu being accessed, the key used to select a line item will vary.

Part Four: Flight Planning

Purpose:

The purpose of this lesson is to introduce the PT to the basic steps required inprogramming a flight plan into the equipment. This lesson will not address eachindividual step involved in planning a flight from beginning to end, but thoseitems that the equipment will need for the most basic flight plan.

Proper pre-flight planning and briefing procedures are necessary for any flight.After having completed weight and balance, fuel computations, and estimatedtime en route in the pre-flight, this information will need to be programmed intothe computer system onboard the aircraft.

While programming the route of flight, communication and navigationfrequencies should also be entered to aid the pilot in reducing his/her workloadduring the flight. This reduced workload is intended to enhance the pilot'ssituational awareness during the flight.

Part Five: Terminology

Purpose:

The purpose of this lesson is to introduce the PT to the manufacturer-specificterminology used with their equipment.

Part Six: Symbology

Purpose:

The purpose of this lesson is to introduce the PT to the most common visualfeatures and symbology used by MFD equipment. It is important to note thatsome visual alerts will vary not only in color, but by the actual symbol used fromone manufacturer to the next.

Part Seven: Data Card

Purpose:

The purpose of this lesson is to introduce the PT to the function and importanceof the Data Card to the system.

The Data Card contains information such as map data, and should be checkedfor currency. Much like VFR or Instrument charts, Data Cards do expire andmust be kept current to ensure the pilot has the most up to date and correctinformation available. Check with the individual manufacturer to locateinformation regarding the expiration date or status of the Data Card.

The Data Card can be easily removed and installed on most systems. A typicalconfiguration consists of a data card ejector button. After the data card hasbeen released, pull it straight out of the slot. When installing the new data carddo not touch the connector end of the card, push the data card straight into theslot until it is flush or slightly recessed with the face plate.

P/N 19605-001

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Getting Started Cirrus Pilot Training Course: Lesson 1

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Part Eight: Privileges of a Private Pilot with Instrument Rating
Purpose:

The purpose of this lesson is to introduce the PT to the privileges of becoming aPrivate Pilot with an Instrument Rating.

The Cirrus airplane and the Private Pilot Certificate with an Instrument Ratingopen the door to point-to-point travel that will be beneficial to your business,your family, your freedom, your life style, and your fun.

What Do You Think?You now have seen the technological wonder that is a Cirrus airplane. Jot downthe three most interesting things you learned from Lesson 1.

Get ready for Lesson 2The next lesson is the first flight in the Cirrus airplane and it is sure to bememorable. It may seem that many things are going on all at the same time andall too fast to take in — that is a normal feeling on a first flight. You will be able toget the most out of this flight if you look over and practice normal checklists fromthe Cirrus Pilot's Operating Handbook. You should also review the syllabus forLesson Two content including taxiing or surface operations, including runups;effect and use of controls; straight and level, climbs, turns, and descents;aerodynamics demonstration.

Use these resources:

Pilot's Operating Handbook, Flight Operations Manual, and Airplane Checklist.

FLIGHT / GROUND TIME RECORD LESSON #1

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Cirrus Pilot Training Course: Lesson 2 Introduction to the Airplane and Fundamentals Of Flight

2
Lesson 2: Introduction to the Airplane and
Fundamentals Of Flight

Dual Flight Lesson

Lesson Time: 1.0 hour Flight Training / 1.0 hour Ground Training

ScenarioYou and a friend want to go to a town nearby to see your daughter play in thestate softball tournament. Your plan is to land two hours before game time inorder to allow enough time for lunch.

Scenario ObjectiveThe purpose of this lesson is to introduce the airplane cockpit and fundamentalflight maneuvers. In addition, the PT will practice normal checklist procedures.

Key Elements of the Lesson• Use of checklists

• Pre-flight inspection of the airplane

• Cockpit and systems familiarization

• Engine Start procedures and safety

• Taxiing

• Takeoff and climb

• The Four Fundamentals of Flight: Climbs, Turns, Descents and Straightand Level

• Navigating to the baseball game

• Traffic Pattern

• Landing

• Engine shutdown procedures and safety

Notes to PTThe first flight is always a rush of information. At times it will feel that things arehappening faster than you can keep up with - but that feeling will pass as youget comfortable and familiar with what is going on. Your Instructor will do most ofthe work this time, but this lesson is not a “ride.” You are going to actually fly theairplane - probably more that you originally thought. Don't get overwhelmedbecause you don't need to know everything there is to know all at once. Relaxand have some real fun flying an airplane that others only dream of!

Completion StandardsThe instructor will guide the student through a pre-flight airplane inspection andcockpit familiarization. This lesson is complete when the PT is able to meet thedesired outcomes that are indicated on the Learner Centered Grading sheet forthis lesson and when the PT is able to conduct normal checklist procedures withlittle input from the instructor.

P/N 19605-001

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Introduction to the Airplane and Fundamentals Of Flight Cirrus Pilot Training Course: Lesson 2

2

What Do You Think?Give three descriptive words that explain your first flight. Here is one to startwith:

Wow!

Get Ready for Lesson 3In the next lesson you will get to know your airplane even better. It is veryimportant in such an advanced airplane to understand how everything works.Review the syllabus for the elements of Lesson 3 and study the Pilot'sOperating Handbook.


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Cirrus Pilot Training Course: Lesson 3 How The Airplane's Systems Work

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Lesson 3: How The Airplane's Systems Work

Ground Lesson

Lesson Time: 2.0 hours

Lesson ObjectiveIntroduce PT to aircraft systems and emergency procedures.

Key Elements of the Lesson• Aircraft systems

• Engines and power plant

• Ignition systems

• Fuel systems

• Propellers

• Electrical system

• Autopilot

• Pitot static system

• Gyroscopic instruments

• Primary Flight Display

• Multi-Function Display

• Magnetic compass

• The CAPS System

• The AmSafe System

• Partial panel, loss of primary instruments

• Recovery from unusual attitudes

• Engine power loss, full or partial

Notes to PTMany students come to flight training with a basic understanding of how thingswork and they are fascinated by parts and systems and how it all workstogether. Other students are not. Some students can take a carburetor apartand put it back together blindfolded and others can't remember which side oftheir car the gas goes in. Either way, developing a working knowledge of theairplane's systems will make your flying more enjoyable and safe. Please askquestions on this lesson more than others; your instructor will pace this lessonto what you already know and what you still need to know. It is also a great ideato get to know the people that maintain the airplane. Spend some time lookingover their shoulders and asking questions.

Completion StandardsThe PT will demonstrate satisfactory knowledge of lesson content andachievement of lesson objectives by active participation in discussion and bycorrectly answering instructor's questions on lesson content. This lesson iscomplete when the PT is able to meet the desired outcomes that are indicatedon the Learner Centered Grading sheet for this lesson.

P/N 19605-001

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How The Airplane's Systems Work Cirrus Pilot Training Course: Lesson 3

3

What Do You Think?List at least five items that were learned today from Lesson Three (3) that younever knew before:

Get Ready for Lesson 4Lesson Four will deal with the airplane’s weight and balance calculations as wellas its performance. Take a look at the Pilot Operating Handbook and findinformation together with the charts that go with weight and balancecalculations and performance tables.

Pick three family members and fill out the weight chart you will see in the nextlesson.


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Cirrus Pilot Training Course: Lesson 4 School Shopping

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Lesson 4: School Shopping

Dual Flight Lesson

Lesson Time: 1.5 hours Flight Training / 1.0 hour Ground Training

ScenarioYou and three family members are planning on flying to a nearby city and shopfor the upcoming school year at an outlet mall. The plan is to fly to the airportwhere a friend will meet you and take you to the mall.

Scenario ObjectiveThe purpose of this lesson is to introduce the student to pre-takeoff proceduresand raise awareness of risk assessment.

Key Elements of this Lesson• Obtaining weather information

• Calculating weight and balance for the airplane

• Predicting the performance of the airplane

• Using the autopilot properly

• Decision making, situational awareness, and dealing with Risk Factors

Notes to the PTThis scenario is typical of how the airplane can be used to make best use ofyour time, but there are some hidden factors within this scenario. Work with yourinstructor to calculate the weight and balance of the airplane with you and threefamily members. Then consider the weight of the airplane after your schoolshopping spree. After you make your purchases you will have to carry thosepackages home in the airplane and those packages will weigh something. Howmuch additional weight can you carry home? Will you need to buy fuel for thereturn trip? If not, the airplane will already weigh less on the flight home — canthe weight of the fuel that was burned offset the weight of the packages?

Completion StandardsThe instructor will guide the student through weather briefings, pre-flightplanning, and risk assessment. This lesson will be complete when the PT a) isable to meet the desired outcomes indicated by the Learner Centered Gradesheet for this lesson, b) is able to calculate weight and balance and aircraftperformance with assistance from the instructor, and c) has completed personalminimums based on risk assessment.

Family Member’s Coming On Trip Name/Relation Weight in lbs

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School Shopping Cirrus Pilot Training Course: Lesson 4

4

What Do You Think?Three things I learned from Lesson 4 that I did not anticipate:

Get Ready for Lesson 5Lesson 5 is a ground session on basic aerodynamics. Read up on the forcesacting on an airplane in-flight. What is the science behind what allows anairplane to fly?


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Cirrus Pilot Training Course: Lesson 5 Basic Aerodynamics

5

Lesson 5: Basic Aerodynamics

Ground Lesson


ObjectiveIntroduce PT to basic aerodynamics and private pilot ground referencemaneuvers.

Key Elements of the LessonBasic Aerodynamics

• Four forces of flight

• Stability (three axes of flight, center of gravity, longitudinal, lateral,directional stability)

• Stalls

• Slow flight

• Spin awareness

• Left turning tendencies

• Load factor

• Turning flight

• Ground effect

Ground Reference Maneuvers

• Rectangular course

• Turns around a point

• S-turns

Notes to the PTAll the lessons are important, but none more so than learning the sciencebehind what allows an airplane to fly and all the factors pertaining to turns,forces in-flight, and stalls (loss of lift). Ask many questions. Draw somediagrams of the forces acting on an airplane in-flight. Use a model airplane andwalk around the room to “act out” the Ground Reference maneuvers.

Completion Standards:The PT will demonstrate satisfactory knowledge of lesson content andachievement of lesson objectives by active participation in discussion and bycorrectly answering instructor's questions on lesson content. This lesson iscomplete when the PT is able to meet the desired outcomes that are indicatedon the Learner Centered Grading sheet for this lesson.

P/N 19605-001

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Basic Aerodynamics Cirrus Pilot Training Course: Lesson 5

5

What Do You Think?I thought I knew why an airplane flies, but here are three misconceptions that Icorrected from what I learned in Lesson 5:

Get Ready for Lesson 6In Lesson Six you will get a look at the utility of your airplane. We often combineflight skills with useful purposes. Read about GPS navigation and airport trafficpatterns.


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Cirrus Pilot Training Course: Lesson 6 Hail Damage Survey Flight

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Lesson 6: Hail Damage Survey Flight

Dual Flight Lesson

Lesson Time: 1.5 hours Flight Training / 1.0 Ground Training

ScenarioYou are a crop insurance claims adjuster and a client of yours has had haildamage to a field in a nearby town. You will fly to the town and while en routeyou will survey his field by air to assess the damage. After discussing the claimwith the client, you will return.

Scenario ObjectiveThe purpose of this lesson is to review the listed maneuvers and procedures inan aircraft and introduce the elements associated with conducting flight withinairport traffic patterns and approach to landings.

Key Elements of the Lesson• Navigation to a “farmer's field” for aerial inspection

• Use of the Autopilot

• Operating the airplane at a safe altitude while maneuvering

• Traffic Pattern entries

• Wake Turbulence Avoidance

• Wind Shear Avoidance

• Introduction to an Instrument Approach

• Landing practice

Notes to the PTThis flight is great because it combines so many skills that you have, up untilnow, worked on individually. To inspect a farmer's field you must be able tomaneuver the airplane safely by using objects on the ground. This can bedifficult if it is windy. The wind will try to push you away from the object, but pilotsmust fly as if they can “see” the wind — or at least its effects. The windcorrection skills needed to conduct Ground Reference maneuvers are the sameskills needed to fly an airport traffic pattern — after all the runway is an objecton the ground that we must maneuver around and to. Finally on this lesson wesee the great capability of your airplane to fly even without visual reference tothe ground by introducing an Instrument Approach. This first InstrumentApproach will probably still be done visually so you can see how it works, butsoon you will do it without looking!

Completion StandardsThis lesson is complete when the PT is able to meet the desired outcomes thatare indicated on the Learner Centered Grading sheet for this lesson and whenthe PT a) can track a straight line and conduct traffic pattern procedures withinstructor guidance, b) is able to conduct normal checklist procedures with littleinput from the instructor, c) is able to maintain directional control at all timesduring the takeoffs and landings with instructor guidance, d) is able to identifyand avoid areas of possible wake turbulence and windshear with instructorguidance, e) maintains continuous vigilance for other aircraft with extraprecautions taken in areas of congested traffic, f) is able to maintain altitude±250 feet, airspeed ±20 knots, heading ±30 degrees, and roll out on headingswithin ±30 degrees of that desired while conducting fundamental flightmaneuvers.

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Hail Damage Survey Flight Cirrus Pilot Training Course: Lesson 6

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What Do You Think?List three things that are really important to keep in mind while doing GroundReference maneuvers:

Get Ready for Lesson 7Lesson 7 starts putting elements from different lessons together. Practice yourWeight and Balance calculations and your navigation skills for the next flight.


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Cirrus Pilot Training Course: Lesson 7 Car Parts Delivery

7

Lesson 7: Car Parts Delivery

Dual Flight Lesson

Lesson Time: 1.5 hours Flight Training / 1.0 hour Ground Training

ScenarioA friend of yours from a nearby city is an avid car collector. In order to have his1966 Ford Mustang in tip-top shape, he needs a new transmission bell housing.You have volunteered to pick one up for him and deliver it to a nearby city airportwhere he will be waiting for you. The bell housing weighs 220 pounds and issplit in the middle (each half weighs 110 lbs). It is up to you to decide if you cancarry it and where you will put it in the aircraft.

During your pre-flight planning, you discover several NOTAM's for the airport.Apparently a telecommunications company has strung a temporary cable 1000feet from the approach end of the runway. The cable is approximately 50 feet inthe air, which means it protrudes through your normal VFR glide path. Also,there are several 300 ft cranes at the other end of the runway that are involvedin the construction. They are not highly visible, and you are not certain of theirexact location, so a normal climb out may not clear them sufficiently.

Scenario ObjectiveThe purpose of this lesson is to identify criteria of a stabilized approach, when ago-around procedure is required, and introduce elements associated withmaximum performance climbs and slips to landings. In addition, the student willpractice airport traffic patterns, landings, and fundamental flight maneuvers.

Elements of this Lesson• Maximum Performance Climb

• Stabilized Approach to Land

• Slip to Land and Go-Around (Rejected Landing)

• Weight and Balance Calculations

• Decision Making skills

Notes to the PTThis scenario presents some real world challenges for you to think about andsafely over come. The wire over one end of the runway and the cranes at theother will require you to alter your normal approach, landing and takeoffprocedures. Also, will the added weight of the cargo (bell housing) be possibleto carry? If not, then there is no reason to make this flight!

Completion StandardsThis lesson will be complete when the PT a) is able to meet the desiredoutcomes that are indicated on the Learner Centered Grading sheet for thislesson, b) can describe the criteria of a stabilized approach c) can identify whena go-around is required and promptly conduct that procedure, d) is able toconduct normal checklist procedures with little input from the instructor, e) isable to maintain directional control at all times during the takeoffs and landings,f) is able to conduct forward and side slips with instructor guidance, g) is able tomaintain altitude ±250 feet, airspeed ±20 knots, heading ±30 degrees and rollout on headings within ±30 degrees while conducting airport traffic patterns,and h) is able to maintain airspeed ±20 knots during climbs and climbing turns.

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What Do You Think?How would adding luggage to the airplane affect the distance the airplane canfly? Remember fuel weighs something too and we must consider that weight inour plans.

Get Ready for Lesson 8The next lesson will take a look at the regulations of flight. Reading the Code ofFederal Regulations (CFR) is not easy. The regulations are written by lawyersfor lawyers. Sometimes it's hard to understand the gist of the regulation. Askyourself when reading regulations, “Just what problem were they trying to solvewhen they wrote this law?” If that answer is not clear, then talk to your flightinstructor for some interpretation and translation of the law.


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Cirrus Pilot Training Course: Lesson 8 The Rules of Flight

8

Lesson 8: The Rules of Flight

Ground Lesson

Lesson Time: 1.0 hour

ObjectiveThe purpose of this lesson is to teach the PT the regulations in Parts 61 and 91that are applicable to Student Pilots and to solo flight. In addition to the Federalregulations that apply, the PT will also be knowledgeable of local practices atthe home airport.

Key Elements of the Lesson• Requirements for solo flight

• General limitations on Student Pilots

• Medical Certificates — Class and duration

• Right-of-way rules

• Traffic Pattern operations and Local Pattern Altitudes

• Local radio frequencies

• Radio Communication requirements and practices

• “Best Practices” at the home airport

• Practice Area Locations

Notes to the PTLearning about regulations is one of the least interesting requirements of flying.The Federal Aviation Regulations are found in what is call the Code of FederalRegulations section 14. Within section 14 are many chapters or parts. The partsthat this lesson focuses on are Part 61, which is the Certification of Pilots andFlight Instructors and Part 91, Flight Rules. Both of these are vital to yourknowledge of how to get a pilot's license and how to fly safely while sharing theair with other aircraft. Unfortunately the regulations (sometime called “the regs”for short) are written by lawyers for lawyers, and this can make them difficult toread and harder to understand. After reading the regs for a while you startgetting a talent for cutting away the legal jargon and being able to understandthe actual meaning and reason for that particular reg. Reading the regs may notbe exciting, but these rules of the air are essential to our safety — and thisinformation will be part of your upcoming Pre-Solo Written Exam!

Completion StandardsThis lesson will be complete when the PT a) is able to meet the desiredoutcomes that are indicated on the Learner Centered Grading sheet for thislesson, b) can explain Federal regulations that apply to Student Pilots, c) canexplain applicable flight rules, d) can explain local traffic procedures includingradio procedures, traffic pattern legs, entry, and altitude, and e) can explain thebest practices established at the home airport.

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What Do You Think?Give two examples of how the rules of flight are similar to the rules of the roadand give two examples of how they are different.

Get Ready for Lesson 9Review basic aerodynamics, especially the “Loss of Lift” maneuver that we callstalls. The reason we talk about stalls and practice them is so we can recognizeif/when one ever happens and since we can recognize them, we can quicklyrecover from them. We never want a stall to catch us by surprise. Your instructorwill also talk about spin awareness.


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Cirrus Pilot Training Course: Lesson 9 Breakfast Fly-in

9

Lesson 9: Breakfast Fly-in

Dual Flight Lesson


ScenarioThere is an EAA pancake breakfast/fly-in at an airport in a nearby small towntoday. You and your non-pilot friend decide to attend. Expect a lot of aircraft tobe in the vicinity of this airport during the event. Just prior to the flight, yourbuddy, who is a big sailboat fan, asks you if it would be possible to overfly theboat race that is taking place on a lake along the way. You don't see anyproblem accommodating his request.

Scenario ObjectiveThe purpose of this lesson is to raise awareness of spins, recognize andrecover from stalls, and practice steep turns. The student will also practicemaneuvers listed as review.

Key Elements of the Lesson• Steep Turns

• Stall Recognition and Recovery

• Stall Demonstrations: Power on and Power off

• Landing practice

• Decision Making, Situational Awareness, Risk management

Notes to the PTI hope that you can actually fly to an Experimental Aircraft Association (EAA) fly-in breakfast for this lesson or if not on this lesson, then someday. The EAA holdsthese fly-ins all over the country on Saturday mornings and the food is not thatbad. On the day of these fly-ins the airport traffic pattern will be very busy andyou will really need to keep your eyes outside. This lesson presents some of thechallenges that would arise when flying in busy airspace. Sometimes you mustreduce the airplane's speed to fit into the flow of traffic. Other times you mustmake 360 degree turns to provide spacing. When we think about an airplane,we naturally think about going fast, but this lesson is all about how the airplaneacts when it is slow. The control of the airplane's airspeed is very important,because after all it is the forward speed that creates our lift. Pilots who masterthe control of airspeed early in training usually have fewer problems later on.There are very few things we do with an airplane (especially landing) that do notrequire excellent airspeed control. This lesson is really the bridge to all the nextsteps in your flight training — put another way, this lesson is crucial to movingon. Ask many questions and be eager to tackle the challenges of this lesson.

Completion StandardsThis lesson will be complete when the PT is able to a) meet the desiredoutcomes that are indicated on the Learner Centered Grading sheet for thislesson, b) conduct normal checklist procedures without input from the instructor,c) recognize when a stall is occurring and promptly conduct the proper recoveryprocedure, d) limit loss of altitude during stall recovery to 250 feet, e) maintainaltitude ±250 feet, airspeed within ±20 knots, heading within ±30 degrees, and f)roll out on desired headings within ±30 degrees while practicing steep turns andother maneuvers.

P/N 19605-001

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What Do You Think?Friends often ask you to do things in the airplane that they may not know aredangerous — like flying too low over a sailboat race. Part of a pilot's job is tosometimes say no to requests from friends and family. If you had to tell a friendthat you could not do something he/she was asking you to do in an airplane,what would you say to them?

Get Ready for Lesson 10Continue thinking about the traffic pattern and the potential hazards that existwhen many planes get close together around an airport. Think of the GroundReference maneuvers that we do away from the airport as the “minor leagues”and the traffic pattern the “major leagues.” Ball players must hone their skills inthe minors so they will be ready for the majors!


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Cirrus Pilot Training Course: Lesson 10 Aerial Survey

10

Lesson 10: Aerial Survey

Dual Flight Lesson


ScenarioYou are employed by an aerial survey company that uses onboard sensors tomap property boundaries. This requires the pilot to fly the aircraft accuratelyover prominent landmarks at a precise altitude while correcting for winds. Somesurvey tasks require you to orbit over a specific landmark and maintain aconstant radius from the landmark. There may be other survey aircraft workingthe same area, so it is important to be heads-up and prepared to take evasiveaction if necessary. Note: a commercial pilot certificate is typically required forthis position; however, the pilot skills needed to do this job are the same flightskills a private pilot will need in traffic pattern operations.

Your job today is to survey a road intersection at a certain lat/long position andthe borders of the section that surround that ground reference. Because of theequipment on board the aircraft, your fuel is somewhat limited, so plan to gas-upat an airport near the survey site between missions.

Scenario ObjectiveThe purpose of this lesson is to introduce the student to the elementsassociated with ground reference maneuvers and practice review maneuverswith guidance from the instructor.

Elements of this Lesson• Ground Reference Maneuvers

• Rectangular Course

• S-Turns Across a Road

• Turns Around a Point

• Fuel management

• Single-Pilot Resource Management

• Landing Practice

Notes to the PTBeing able to pilot the airplane by using objects and references on the ground isone of the essential skills of a pilot. After all, the runway is an object on theground and we must learn to maneuver around the runway, line up on therunway, and land on the runway every time. The Ground Reference Maneuversall have three things in common: (1) They help new pilots learn perspective.Most people don't know what things look like from 1,000 feet up so they need todevelop judgment on distance when viewed from that vantage point. Yourinstructor will probably have you fly Ground Reference Maneuvers at the sameattitude above the ground that your home airport's traffic pattern is flown. This ison purpose to help you develop the judgment to tell when you are too far or tooclose to the runway on downwind and in the turns of the traffic pattern. Theairport's traffic pattern is the ultimate Ground Reference Maneuver, sopracticing these maneuvers is the same as practicing for the traffic pattern. (2)These maneuvers help pilots to divide their attention. By now you have seenthat the job of piloting does require you to do, or at least monitor, many things atonce. Pilots invented the idea of “multi-tasking” before that word was evercoined. Ground Reference Maneuvers require you to maintain a set distancefrom objects on the ground, but at the same time you must fly the airplane at aconstant altitude. This means you will constantly be looking outside at the objectand inside at the altitude. This ability to maintain awareness inside and outside

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is critical. You will use this skill every time you fly — and your safety depends onit. (3) These maneuvers teach pilots to maneuver despite the wind. The wind willalways try to carry your airplane in a direction you don't want to go, so pilotsmust compensate for this by using “crab angles” when flying straight and leveland varying bank angles when in turns. One simple fact of flying is thatairplanes do not always go in the direction that they are pointed. This becomesvery important in the traffic pattern. Picture two airplanes on a downwind leg.The lead airplane is not correcting for wind very well and allows the airplane todrift into a very wide downwind. The trailing airplane is doing an excellent job ofcontrolling for wind and maintains a tight downwind leg. When the lead airplaneturns on the base leg it will be farther out and essentially cross the path of thetrailing airplane — this could cause the airplanes to get too close together allbecause of wind drift. You can see that learning and practicing to fly the airplaneas if you could “see” the wind is very important.

Completion StandardsThis lesson will be complete when the PT is able to a) meet the desiredoutcomes that are indicated on the Learner Centered Grading sheet for thislesson, b) conduct normal checklist procedures without input from the instructor,c) conduct the review maneuvers with little input from the instructor, d) maintaindirectional control at all times during the takeoffs and landings, e) conduct astabilized approach with instructor guidance, f) recognize and adjust for theeffects of wind drift on the aircraft's flight path, g) identify appropriate areas toconduct maneuvers at low altitudes, h) maintain altitude ±250 feet, roll outheading ±20 degrees, bank angle ±10 degrees and airspeed ± 10 kts.

What Do You Think?Maneuvering close to the ground can teach us skills that we will use later in ourflying. Name three important skills that can be learned from Ground ReferenceManeuvers:

Get Ready for Lesson 11Review the syllabus description for the next lesson. Think about the idea of“personal minimums.” An experienced pilot may be able to fly safely inconditions that would not be safe for a less-experienced pilot — that is becausethe experienced pilot has different “personal minimums.” If there is a 15 knotcrosswind at the airport on the day of an important flight some pilots will takeoffsafely while others should stay on the ground. Knowing your own personalminimums and adjusting them as you gain experience is part of becoming asafe pilot. This does get complicated when there is outside pressure tocomplete a flight when you know the conditions would challenge your personalminimums. Think about this problem as you prepare for the next lesson.


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Cirrus Pilot Training Course: Lesson 11 Anniversary Dinner

11

Lesson 11: Anniversary Dinner

Dual Flight Lesson

Lesson Time: 2.0 hours Flight Training, 0.8 Instrument / 1.0 Ground Training

ScenarioYou and your spouse have a special restaurant. It's special because it was thescene of your first date. That date was years ago now and you have moved toanother city. You have an anniversary coming up so you both think it would be agreat idea to fly back to that city and have dinner at that restaurant. You bothmake arrangements to get off from work early and meet at the airport. You havethought of everything — you made reservations at the restaurant, you have arental car waiting, you even ordered flowers for the table — now you just have toget there on time. The weather for the afternoon departure is good VFR but theforecast for this evening calls for deteriorating weather and storms after mid-night. No problem, you should be back in plenty of time.

Scenario ObjectiveThe purpose of this lesson is to practice making safe decisions under pressureand utilizing your skills and the capabilities of your airplane to accomplish animportant flight.

Elements of this Lesson• Weather planning

• VFR navigation to the dinner

• IFR navigation to get home

• Instrument approach demonstration

• Personal Minimums

• Decision Making, Risk Management

Notes to the PTWhen you started flying lessons, you probably had a flight like the one in thislesson in mind. The airplane is more than just a method to have the fun andfreedom of flight, it is a tool for business and pleasure travel. This lesson sets upa scenario that is very typical for pilots. Pilots want to use their skills and theirairplane to do things that are not otherwise possible given time constraints thatwe all face. This lesson allows you to be in charge — the instructor will not helpor assist you very much for the first leg of the flight. It's up to you to get aweather briefing, dispatch the airplane, conduct the pre-flight inspection, start,taxi, takeoff, and navigate to the destination. Your instructor will be there, but trynot to rely on him/her — take control. The return flight will be a great challengeand a lot of fun. You are simulating a return flight home in instrument conditions.Your instructor will talk you through the procedure to get an IFR clearance whichwill allow you to fly the airplane in actual clouds. We will simulate the clouds byusing a “hood” or other “view-limiting device.” This allows you to see the flightdeck but not the outside world — because in actual clouds you can't seeanything anyway. On a previous lesson you flew a non-precision approach whilelooking outside. This time you will fly the approach without looking outside. Yourinstructor will have you put on the view-limiting device as you enter thesimulated clouds and take it off when you descend out of the clouds. Thesimulated clouds for this lesson will be approximately 1,500 feet above theground. Talk to your instructor about “personal minimums.” Personal minimumsare the weather minimums that you would feel comfortable flying in. At the endof this course it will be “legal” for you to fly when the clouds and visibility are verylow — but that may not be “safe” right at first. Your personal minimums will be

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higher than the legal minimums at first, and then with practice and experienceyou can lower your personal minimums although they may never be as low aswhat is legal. In this business, being legal does not guarantee safety.

Completion StandardsThis lesson will be complete when the PT is able to meet the desired outcomesthat are indicated on the Learner Centered Grading sheet for this lesson andwhile on the IFR leg is able to maintain altitude ±200 feet, airspeed ±20 knots,heading ±30 degrees, roll out on headings within ±30 degrees while conductingairport traffic patterns/instrument approaches, and is able to maintain airspeed±20 knots during climbs/climbing turns.

What Do You Think?As long as the pilot exercises good decision making skills, the airplane can beused for many trips like this anniversary trip. Can you list three other family tripsyou will make?

Get Ready for Lesson 12Study the aircraft systems and review the airplane's emergency procedures.


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Cirrus Pilot Training Course: Lesson 12 The Business Proposal

12

Lesson 12: The Business Proposal

Dual Flight Lesson

Lesson Time: 1.5 hours Flight Training / 1.0 hours Ground Training

ScenarioYou and your business partner have an important presentation to make today ina nearby city. You both had planned on driving to the meeting together, but a lastminute change to the proposal has created a change in your travel plans. Yourpartner will drive to the meeting as planned, but you will stay back to fix theproposal and then fly to the meeting. Your partner has agreed to pick you up atthe airport at 4:00 sharp, the meeting is set for 4:30. That is a tight schedule, butif all goes according to plan it should work out. You successfully make theneeded changes to the proposal and head to the airport. Weather for the routeis 4000 ft broken with isolated rain showers. When you look out the window, thesun is poking through the clouds here and there across the whole area, withsome scattered areas of virga, and the winds are out of the south at 10 kts.There are no NOTAMs affecting your flight. When you arrive at the aircraft youdiscover that it was not serviced after the last flight and there is only 15 gallonstotal in the airplane now. The fuel truck people have already gone home, so youcan't get any additional fuel added at home.

Where will you get fuel on this flight?

How do you know you'll be able to get fuel there?

Scenario ObjectiveThe purpose of this lesson is to introduce the student to abnormal situationsand malfunctioning equipment and to allow the student to deal with thesesituations when there are time pressures present.

Elements of this Lesson• Knowledge of aircraft systems

• Abnormal situations

• Aircraft system malfunctions

• Emergencies

• Decision Making

• Risk Management



Notes to the PTWe never expect to have things go wrong in-flight, but nevertheless we plan andpractice for the day when something does go wrong. Dealing with abnormalsituations, malfunctioning equipment, and emergency situations is the greatestchallenge that any pilot will face. It pays to be ready. Go back over the airplanesystems that were discussed in a previous lesson. Knowing how your systemswork is the key to doing the right thing when the systems stop working properly.You must be able to diagnose the situation and then come up with theappropriate plan for that specific situation. Your instructor will present severalabnormal situations, malfunctions, and emergencies on this lesson, so reviewyour emergency procedures and checklists and be ready!

Completion StandardsThis lesson is complete when the PT is able to meet the desired outcomes thatare indicated on the Learner Centered Grading sheet for this lesson, and to use

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his/her knowledge of aircraft systems to meet the challenges of abnormalsituations and malfunctioning equipment.

What Do You Think?As long the pilot exercises good decision-making skills, the airplane can beused for many trips like this business trip. Can you list three other business tripsyou will make?

Get Ready for Lesson 13Read over the elements of lesson 13. The next lesson is a blend of challenges:a tight time schedule, navigation skills, and the potential hazard of gusty winds -challenges that pilots typically face. Review the airplane's emergencyprocedures and think through what you would do if something unplanned orabnormal happened.


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Cirrus Pilot Training Course: Lesson 13 Red Cross Volunteer

13

Lesson 13: Red Cross Volunteer

Dual Flight Lesson


ScenarioYou are a volunteer for your local Red Cross. A blood drive has just beenconducted at a college in your home town and you have been asked to fly aportion of the blood donation to a hospital in another city. The blood donation istemperature sensitive and it is critical that you make the delivery within twohours after pickup. The outbound portion of the flight presents no weatherproblems, but the winds are forecast to increase for your return flight with light tomoderate turbulence. Both your local airport and the destination airport areforecasting winds of 15kt with gusts to 25.

Scenario ObjectiveThe purpose of this lesson is to practice the planning and execution of a flightwhile under time pressures and to review the listed maneuvers and proceduresin an aircraft and introduce the elements associated with power-off and zero flaplandings.

Key Elements of the Lesson• Review abnormal and emergency procedures

• Navigation skills

• The ability to plan and execute a flight on a tight time schedule

• Landing Practice — including a no-flap landing

• Decision Making

• Single-pilot Resource Management

Notes to the PTThis lesson is another opportunity to hone your skills in the areas of takeoff,climb, cruise, navigation, approaching an airport, traffic pattern entry andlandings. It will also be an exercise in confidence building and in facingunexpected challenges.

Completion StandardsThis lesson is complete when the PT is able to a) meet the desired outcomesthat are indicated on the Learner Centered Grading sheet for this lesson, b)conduct normal checklist procedures without input from the instructor, c) identifyabnormal and emergency procedures, d) practice the proper correctivemeasures with little input from the instructor, e) maintain directional control at alltimes during the takeoffs and landings, f) conduct a stabilized approach withlittle input from the instructor, g) accomplish power-off and zero flap landingswith limited instructor guidance and touchdowns should be within 500 feet of thedesired point, and h) maintain altitude ±200 feet, roll-out heading ±20 degrees,±10 degrees of desired bank, and airspeed ±10 knots during all othermaneuvers.

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Red Cross Volunteer Cirrus Pilot Training Course: Lesson 13

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What Do You Think?When you take on a challenge like delivering a Red Cross Blood donation,people will depend on you and be very disappointed if you are unable tocomplete the flight. This situation can place pressure on a pilot and lead him/herto make unsafe decisions — but remember a pilot must learn to say no evenwhen others would be disappointed or even angry at you. Name three situationsthat would have caused you to cancel this flight even though people weredepending on you.
Get Ready for Lesson 14The skills needed to fly around an airport's traffic pattern and the skills neededto navigate between airports must be blended. Some pilots have been socaught up with just getting to another airport that they forgot that they must alsodescend and maneuver the airplane into a position to enter the pattern. If yousimply fly over the airport without any anticipation of arrival then you canbecome a collision hazard. Think about various maneuvers you will have to useto get into the traffic pattern depending on the angle that you approach theairport and the runway that is in use.


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Cirrus Pilot Training Course: Lesson 14 Visit a Potential Customer

14

Lesson 14: Visit a Potential Customer

Dual Flight Lesson


ScenarioYou are flying to a neighboring manufacturing facility to meet with a companywhich is a potential customer for a patent that you hold. A division manager fromthe company has been visiting your shop and will ride with you to theneighboring manufacturing facility. Once at the facility, the CEO will meet you atthe airport. Obviously, you wish to impress your passenger and the CEO withyour professionalism — both in the air, and on the ground.

Scenario ObjectiveThe purpose of this lesson is to apply knowledge learned in previous lessonsand practice crosswind landings with little instructor input.

Key Elements of the Lesson• Radio Communications

• Transition from home airport to cruise

• Transition from cruise to destination airport

• Crosswind landings


• Personal Minimums

Notes to the PTThis flight is specifically focussed on your precision. The scenario has youtraveling with a representative of a company that you are trying to conductbusiness with. You want to portray an attitude of confidence and that you reallyknow what you are doing. Essentially this is a review of everything you havedone so far and the chance to improve and display your skills and knowledge.

Completion StandardsThis lesson is complete when the PT is able to a) meet the desired outcomesthat are indicated on the Learner Centered Grading sheet for this lesson, b)identify and promptly conduct go-around procedures, c) conduct checklistprocedures with no input from the instructor, d) maintain altitude ±150 feet, rollout on headings within ±20 degrees, ±10 degrees of desired bank, and airspeed±10 knots, e) maintain directional control at all times during the takeoffs andlandings, f) conduct a stabilized approach without instructor guidance, and g)accomplish landings with little instructor guidance and touchdowns should bewithin 500 feet of the desired point.

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What Do You Think?You have made great progress to this point and have learned a good deal aboutthe airplane, aerodynamics, navigation, and the advanced systems of theCirrus. You have also learned that pilots also need decision skills and resourcemanagement skills. Write out your own definition of Single-Pilot ResourceManagement (SRM):

Get Ready for Lesson 15Review the airplane's landing procedures, speeds, flap settings, and trafficpattern operations. Get ready for practice that will increase your skills.


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Cirrus Pilot Training Course: Lesson 15 Proficiency Flight

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Lesson 15: Proficiency Flight

Dual Flight Lesson


(This lesson could be accomplished in two flights)

ObjectiveThe purpose of this flight is to allow the PT additional practice, as needed, withtakeoff, traffic pattern operations, collision avoidance, coordinated use of pitchand power to accomplish speed changes, use of flaps, setting up a stabilizedapproach, approach speed control, flare, and touchdown. In addition, thestudent should have practice with diagnosing faulty approaches and making thedecision to reject the landing and go-around.

Elements of this Lesson• Normal traffic pattern operations including collision avoidance techniques

• Proper speed changes on the downwind leg

• Proper use of flaps

• Establishing a stabilized approach

• Flare and touchdown

• Recognizing a faulty approach and taking timely corrective actions

• Rejected landing and go-around

• Radio communications

• Judgment and Decision Making

Notes to the PTUp until now the landings that you have made have, for the most part, takenplace at the end of a leg flown from another airport. This lesson gives you theopportunity to work on your landings. The value of repeated landings with yourinstructor is that when small but necessary changes are needed to improve yourlandings, it’s best to do another landing quickly so you can try out yourinstructor's suggestions right away. That is why you probably will not leave thetraffic pattern on this lesson. Think of this lesson as a graduation of sorts —everything you have worked on so far must come together on this lesson:ground reference maneuvers, speed control, radio communications, division ofattention, collision avoidance, and landings. This lesson may or may not takemore than one flight session. The key here is to consistently display your abilityto make safe landings and when faulty approaches do occur that you aremaking timely corrections to fix the problem — including the decision to rejectthe landing and go-around. This is the final set of flights before your first soloflight.

Completion StandardsThis lesson is complete when the PT is able to meet the desired outcomes thatare indicated on the Learner Centered Grading sheet for this lesson and isconsistently flying the proper traffic pattern, controlling airplane speed, settingup stabilized approaches, and making safe landings.

P/N 19605-001

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Proficiency Flight Cirrus Pilot Training Course: Lesson 15

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What Do You Think?Finish this sentence: “The biggest difference between a really good landing anda really poor one is___________________.”

Get Ready for Lesson 16The next lesson is a ground lesson. At the end of the lesson you will take therequired pre-solo written exam. The exam must ask you questions from threemain topic areas: Parts 61 and 91, the airplane you will fly on the solo flight, andthe airport environment in which the solo flight will take place. Study the regs,your Pilot Operating Handbook and your local airport airspace and procedures.


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Cirrus Pilot Training Course: Lesson 16 Pre-Solo Written Exam

16

Lesson 16: Pre-Solo Written Exam

Ground Lesson

Approximately 1.5 hours Ground Lesson to Review for and Take the Pre-soloWritten Exam

ObjectiveThe purpose of this lesson is to review the appropriate Federal AviationRegulations Parts 61 and 91 which apply to student pilot operations, review theairplane operations and procedures, review the local airspace and proceduresand complete the pre-solo written exam.

Key Elements of the Lesson• Preparation for the Pre-Solo Written Exam

• Taking the Pre-Solo Written Exam

Notes to the PTThe Federal Aviation Regulations part 61.87 require that before you can fly anairplane in solo flight you take a knowledge test. The test must be administeredby your flight instructor. Many flight schools have a standard pre-solo test, whileothers allow individual instructors to make their own test. It can be a take homeor open book test. The areas that the test must cover are: questions about Parts61 and 91 that apply to Student Pilots, questions about the airplane that you willfly solo in, and questions about the airport where you will fly solo. This couldinclude traffic pattern altitudes, radio frequencies, collision and wake turbulenceavoidance, and any procedures that are unique to your airport. There is nominimum passing score for the pre-solo test. The law only requires that you andyour instructor go back over the test together and correct any missed questionsso that your knowledge of the material is ultimately 100 percent. After the test,your instructor will make an endorsement in your pilot's logbook attesting to thefact that you have taken the test, and that you have reviewed the test with yourinstructor.

Completion StandardsThe instructor will guide the student through the appropriate material whichapply to student pilot operations. This lesson will be complete when the studentis able to a) meet the desired outcomes that are indicated on the LearnerCentered Grading sheet for this lesson, b) explain, through the use of thefederal regulations, how to plan a safe solo local flight, c) explain the airplane’soperation including speeds, weight and balance, safety precautions andemergency procedures, d) explain the local airspace, traffic pattern andprocedures in which a solo flight will be conducted, and e) satisfactorilycomplete a written test on solo flight. The written test will be corrected to 100percent by the instructor.

P/N 19605-001

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Pre-Solo Written Exam Cirrus Pilot Training Course: Lesson 16

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What Do You Think?Preparing to fly an airplane solo takes both knowledge and skill. Now that youhave taken the pre-solo written exam and gone over the answers with yourinstructor, what three things stand out as the most important items ofknowledge?

Get Ready for Lesson 17The next lesson may or may not be the day that you fly the airplane for the firsttime alone. Many factors will have to be in place before your instructor will havethe confidence to send you on a solo flight. One of those factors is you. On thenext lesson you will need to take your time through the pre-flight inspection andchecklists. Be meticulous and do your job like you have for every other lesson. Ifyou seem hurried or distracted you will not earn your instructor's confidence.The other big factor is the weather and specifically the wind. The day you flyalone for the first time should have little or no wind and little or no crosswind.Neither you nor your instructor can control that, so be flexible. However whenshowing up at the airport don’t forget to have your Student Pilot Certificate andPilot Logbook with you!


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Cirrus Pilot Training Course: Lesson 17 First Solo Flight

17

Lesson 17: First Solo Flight

Dual/Solo Flight Lesson


Note: Supervised solo flight will be a minimum of 0.5 hours.

There is no scenario for today's flight. Congratulations you are approaching theFIRST SOLO!!! You have taken the first big step to becoming a certified pilot.Have fun and fly safe. Carefully read the Notes to the PT below.

ObjectiveThe purpose of this lesson is to apply previously learned elements to show thatthe student can conduct a safe solo flight in the airport traffic pattern. Inaddition, he/she shall conduct a SUPERVISED solo flight.

Key Elements of the Lesson• Review elements as necessary as determined by the instructor

Notes to the PTNeedless to say this is a big lesson, but don't get ahead of yourself. Justbecause you have arrived at Lesson 17 does not necessarily mean you will solotoday. Everything will have to be perfect before a solo flight can be conducted.The wind will have to be light, the traffic will have to be sparse, and you will haveto be mentally prepared. Go about your business today like every other flight. Becareful, don't hurry through checklists, and be meticulous about everything —just as you always should. You and your instructor will fly for a while before afinal decision is made about your first solo flight. You will need to displayconsistent smooth approaches and landings. It will be natural to bedisappointed if for some reason your instructor does not feel that the time isright, but follow his/her advice. When the time is right, it will feel right. When youfly solo for the first time it will happen only after many landings where theinstructor did not coach you at all. After a while it will be like the instructor is notthere, so when he or she is actually not there during your first solo flight it shouldreally not be much different that previous lessons — except the airplane will belighter! Before you takeoff on your first solo your instructor will sign the back ofyour Student Pilot Certificate. You cannot fly solo without the certificate and thesignature with you in the airplane. Your instructor will also add a soloendorsement in your pilot's logbook.

Completion StandardsThis lesson is complete when the PT is able to a) meet the desired outcomesthat are indicated on the Learner Centered Grading sheet for this lesson, b) cancontrol the airplane as sole manipulator, exercise judgment, and applyaeronautical knowledge with the successful outcome of a maneuver orprocedure never seriously in doubt, c) complete all maneuvers and proceduresto the segment's completion standards, and d) accomplish the first supervisedsolo flight in the traffic pattern.

P/N 19605-001

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First Solo Flight Cirrus Pilot Training Course: Lesson 17

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What Do You Think?Is it possible to explain in words the feeling of flying an airplane solo for the firsttime? Here are a few to get you started but you should add to these:

AMAZING

A DREAM COME TRUE

One More Item Checked off of my Life's To-Do List!

Get Ready for Lesson 18Your next flight will be flown with an instructor that is not your own instructor.Progress flights are conducted by different instructors under the theory that adifferent set of eyes might see things missed before. Don't worry about theprogress flight however — it’s all to make you a better, safer pilot. Look overregulation 61.87(d) for the items on the progress flight.


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Cirrus Pilot Training Course: Lesson 18 Progress Flight

18

Lesson 18: Progress Flight

Dual Flight Lesson

Lesson Time: Oral Exam 1.0 hour / Flight Test 1.5 hours

There is no scenario for this progress assessment other than the problems/scenarios the chief pilot or check pilot might present you with. The key tosuccessful progress assessment outcomes is to study and have confidence inyour abilities. Your instructor would not have put you in for this progressassessment if he/she thought you weren't ready. Have fun and good luck!

Scenario ObjectiveThe Chief flight instructor or his designee shall evaluate the student's ability tomanage a local solo flight while operating an airplane safely as pilot incommand.

Key Elements of the Lesson• All topic areas listed in 61.87(d)

Notes to the PTBy now you have become very familiar with your own instructor so it’s always alittle nerve racking to fly with someone else, but there is nothing on this flightthat you have not already done time and time again. You may be somewhatnervous about this flight, but that is all right. In fact, the ability of flying well whenyou are nervous is a necessary pilot skill so overcoming your nervousness anddoing your best is just part of the process of becoming a competent pilot. Relaxand show him/her what you can do!

Completion StandardsOral Exam

This lesson will be complete when the PT is able to a) correlate Safety Policiesand Procedures and applicable regulations to student pilot solo flights b) list andexplain the v-speeds and emergency procedures, c) compute weight andbalance calculations, and d) meet the desired outcomes that are indicated onthe Learner Centered Grading sheet for this lesson.

Flight Exam

This lesson will be complete when the PT is able to a) operate within local safetypolicies and procedures, and applicable regulations, b) display the knowledgeand ability to operate the airplane as pilot in command for local solo flights, andc) is able to meet the desired outcomes that are indicated on the LearnerCentered Grading sheet for this lesson.

The student will demonstrate satisfactory knowledge of 14 CFR Part 61 and 91that are applicable to student pilots. The demonstration will include satisfactorycompletion of a written examination administered by the instructor who is toendorse the student's pilot certificate for solo flight. The written examination willinclude questions on applicable regulations, flight characteristics, andoperational limitations of the make and model of airplane being utilized.

Acceptable performance guidelines for maneuvers and procedures in thissegment are:

1. The student will perform the proper sequential procedures outlined in thechecklist for pre-flight inspection and power plant operations.

2. The student will demonstrate adequate directional control, use propercontrol deflections for wind, and use a safe taxi speed while maneuveringon the ground. The student will also demonstrate the proper sequentialprocedures as outlined in the checklist for pre-takeoff procedures.

P/N 19605-001

Notes

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72

Progress Flight Cirrus Pilot Training Course: Lesson 18

18

3. During normal and crosswind takeoffs, the student will maintain adequatedirectional control, use power properly, use proper control deflections, andlift off at a safe airspeed.

4. While in a climb, the student will maintain airspeed within ±5 knots and useproper corrections for left turning tendencies.

5. When in straight and level flight, the student will maintain altitude within±150 feet, heading within ±15 degrees, and airspeed within ±10 knots.

6. The student will be able to establish appropriate bank attitudes for turnswhile maintaining altitude within ±150.

7. The student will demonstrate proper use of power to establish a descentwhile maintaining airspeed within ±10 knots.

8. During flight at various airspeeds and configurations, the student willmaintain altitude within ±150 feet, heading within ±15 degrees, andairspeed within ±10 knots. While conducting flight at slow airspeeds, thestudent will maintain altitude within ±150 feet and heading within ±20degrees.

9. The student will recognize indications of imminent and full stalls and takeprompt positive control action for recovery. Directional control will bemaintained within ±30 degrees of desired heading and altitude loss shouldnot exceed 250 feet during stall recovery.

10. The student will demonstrate proper use of the radio without instructorassistance.

11. During ground reference maneuvers, the student will fly a predeterminedground track, understand the effects of wind, correct for wind drift, maintainaltitude within ±150 feet, airspeed ±10 knots, and maximum bank of 45degrees.

12. During emergencies, the student will show increasing proficiency infollowing the manufacturer's published recommended procedures whilemaintaining safe control of the airplane.

13. The student will maintain continuous vigilance for other aircraft with extraprecautions taken in areas of congested traffic. The student will identifyconditions and locations in which wing tip vortices and wind shear may beencountered and adjust the flight path to avoid these areas.

14. When operating in the traffic pattern, the student will use proper trafficpattern entry and departure procedures. The student will maintain therecommended traffic pattern altitude within ±150 feet, recommendedairspeed within ±5 knots, and correct for wind drift. The student will alsodemonstrate proper sequential procedures as outlined in the checklist forpre-landing and landing procedures.

15. When executing go-arounds, the student will maintain safe control of theaircraft at all times while following the manufacturer's recommendedprocedures.

16. During normal and crosswind landings, the student will make smooth,timely, and correct control application during the final approach andtransition from approach to landing rollout. He/she will touch down smoothlyat approximate stalling speed, at or within 500 feet beyond a specified point,with no appreciable drift, and the airplane longitudinal axis aligned with therunway centerline. The student will maintain directional control, increasingaileron deflection into the wind, as necessary, during the after landing roll.The student will follow proper sequential procedures outlined in thechecklist for after landing, engine shutdown, and securing.

Notes

P/N 19605-001

Cirrus Pilot Training Course: Lesson 18 Progress Flight

18

What Do You Think?It is time to celebrate. You have accomplished what so many have wished to dobut never actually completed. Welcome to the Cirrus Pilot club!

Get Ready for Strand Two and Lesson 19Review the syllabus for contents of Lesson 19. You will compute takeoff andlanding data for short field and soft field takeoffs and landings and start learningabout the maximum performance of the airplane when operating at shortrunways and/or soft airstrips.


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Progress Flight Cirrus Pilot Training Course: Lesson 18

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P/N 19605-001

Cirrus Pilot Training Course: Lesson 19 Staying Proficient

19

Strand Two

Lesson 19: Staying Proficient

Solo Flight Lesson

Lesson Time: 1.0 hours Flight Time / 0.5 Ground Training

ScenarioYou have an important flight planned for next week, but you have been busy atwork and have not flown on a very regular basis over the last month. You want tobe at the top of your game for next week’s flight so you decide to do somepractice this week. You will fly solo, under the supervision of your instructor, outto a pre-determined practice area and work on your flight maneuvers.

Scenario ObjectiveThe purpose of this lesson is to gain additional proficiency with flight maneuversand gain confidence in solo flight.

Key Elements of the Lesson• Normal takeoff and climb

• Navigation to the pre-determined practice area

• Steep turns

• Slow flight and stalls

• Ground reference maneuvers

• Traffic pattern entry

• Normal landing

• Pilot judgment and planning

Notes to the PTThe first solo was great, but you probably remained in the traffic pattern for theentire flight and were never out of the instructor’s sight. This flight allows you todepart the traffic pattern and get the feel that you are really on your own.Discuss with your instructor the location of the practice area that you will fly toand the maneuvers that should be practiced. You will need to do an excellent jobof watching for other traffic on this lesson because there will be two less eyes inthe airplane and you will be exiting and entering what could be a busy trafficpattern. This will also be the first time you have flown the airplane alone withouthaving flown with the instructor first on the same day. Have fun with this lesson –you have really accomplished something when you can depart and arrive at theairport on your own safely.

Completion StandardsThis lesson will be complete when the PT is able to a) meet the desiredoutcomes that are indicated on the Learner Centered Grading sheet for thislesson, b) safely operate an airplane as pilot in command for local solo flight, c)perform all maneuvers and procedures to meet or exceed standards outlined inthe pre-solo segment completion standards, and d) maintain altitude within±150 feet, heading within ±20 degrees, and airspeed within ±10 knots.

P/N 19605-001

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Staying Proficient Cirrus Pilot Training Course: Lesson 19

19

What Do You Think?This lesson is really the first time many pilots feel like they are really makingprogress because they flew on their own away from the airport. You had to dealwith getting out of, and then back into, the airport safely. You had to constantlywatch for traffic since there were fewer eyes in the airplane to help look out. Youimproved your flying skills with various maneuvers. What was the mostimpressive thing about this flight for you?

Get Ready for Lesson 20You are getting ready to go places so read about basic VFR navigation. You willneed a Sectional Chart, a navigation plotter, a flight computer, and the CirrusPilot’s Operating Handbook.


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Cirrus Pilot Training Course: Lesson 20 Navigation Essentials

20

Lesson 20: Navigation Essentials

Ground Instruction


ScenarioYou are planning for a flight of approximately 75 nm. Your flight instructor willselect an airport. You plan this flight just as if you are going to actually make theflight, but today is a practice ground session for the actual flight later. You willneed a Sectional Chart, navigation plotter, flight computer, and your CirrusPilot’s Operating Handbook. On this proposed flight you will carry your instructorand two sets of golf clubs.

Scenario ObjectiveThe purpose of this lesson is to introduce the student to airplane performanceand basic VFR navigation.

Key Elements of the Lesson• Acquiring real-time weather information – including winds and

temperatures aloft

• Reading the Sectional Chart – including Latitude and Longitude locations,chart symbols, and terrain features

• Selecting the best altitude based on terrain, wind, and hemispheric rules

• Calculating climb performance: time, distance and fuel burn in the climb

• Calculating the Gallons per Hour (GPH) while in level cruising flight

• Selecting VFR checkpoints and measuring the distance betweencheckpoints

• Determining Indicated Airspeed (IAS), Calibrated Airspeed (CAS), TrueAirspeed (TAS), and Groundspeed (GS)

• Determining True Course (TC), True Heading (TH), Magnetic Heading(MH), and Compass Heading (CH)

• Determining how long the flight will take

• Determining how much fuel is required for the flight – including VFR fuelreserves

• Preparing and filing a VFR Flight Plan

Notes to the PTThis lesson presents the mechanics of basic navigation. The Cirrus airplaneand its systems can do much of the calculations for you that you will domanually here, but it is essential that you know how the speeds, headings,gallons, and performance numbers come from. Having this working knowledgeof how to answer such basic questions as, “How long will it take to get there?”and, “How much fuel should we take?” and, “Are we there yet?” will be a skillyou will use over and over again.

Completion StandardsThe instructor will guide the PT through the elements associated with aircraftperformance and basic navigation. This lesson will be complete when thestudent is able to a) meet the desired outcomes that are indicated on theLearner Centered Grading sheet for this lesson, b) compute aircraftperformance, c) plan a basic VFR flight using a navigation log, and d) plan andfile a VFR Flight Plan.

P/N 19605-001

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77

78

Navigation Essentials Cirrus Pilot Training Course: Lesson 20

20

What Do You Think?What if the weight of the airplane plus the weight of the fuel plus the weight ofthe two people plus the weight of the two sets of golf clubs ended up weighingmore than the airplane can carry? What could you do about it? You can’t reducethe weight of the actual airplane, you shouldn’t leave any passengers at home,and if you left the golf clubs behind you would have nothing to play with whenyou got to the course. The only variable that could be reduced is the weight ofthe fuel. But wouldn’t taking off with less fuel than full tanks reduce your range?When you trade the weight of fuel for the weight of golf clubs would you everhave to make an intermediate fuel stop?

Get Ready for Lesson 21Review the syllabus for Lesson 21 content. In Lesson 21 we will use what welearned in Lesson 20 to go play a round of golf. That’s a great reason to learnhow to navigate!


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Cirrus Pilot Training Course: Lesson 21 Golf Trip

21

Lesson 21: Golf Trip

Dual Flight Lesson


ScenarioYou and your instructor are actually going to fly the trip that you planned inLesson 20. The plan is to fly approximately 75 miles to an airport for a golfgame. The VFR navigation plan you completed in Lesson 20 will have to becalculated again using today’s actual weather – but part of your plan fromLesson 20 can still be used like the True Course, VFR checkpoints you selected,and the distance between those checkpoints. But because the wind is mostlikely different than on the day you worked on Lesson 20, your ground speed,time between checkpoints, and fuel burned will be different. Also, you must planaccurately but quickly. If it takes too long to calculate the plan, then it could bethat the wind changes by the time you get on the flight and everything would beincorrect – and you could miss your tee time.

Scenario ObjectiveThe purpose of this lesson is to allow the PT to plan and execute a VFR crosscountry flight. The PT should be able to calculate basic navigation and airplaneperformance numbers and file a VFR flight plan. The PT should then be able touse the navigation logs in-flight to safely and accurately fly to the destinationairport and return. The outbound leg should rely on VFR navigation: pilotageand dead reckoning alone. The return leg can blend VFR navigation with Radioand GPS navigation.

Key Elements of the Lesson• VFR basic navigation as presented in Lesson 20

• Planning and executing a VFR cross country

• Filing, activating, and closing a VFR Flight Plan

Notes to the PTOn this flight you put into practice what you have learned to this point aboutairplane performance and navigation. You and your instructor have made manytrips to different airports, but this flight should be the longest yet. The FAAconsiders any flight to another airport that is farther away than 50 nautical milesas a “cross country.” There are several requirements for you to fly dual andeventually solo cross country flights in order to qualify for the Private PilotCertificate with the Instrument Rating. This flight gets you started towardmeeting that requirement.

Completion StandardsThis lesson is complete when the PT a) is able to meet the desired outcomesthat are indicated on the Learner Centered Grading sheet for this lesson, b) canexplain the steps in the basic navigation process and make accurate and timelycalculations, and c) successfully navigates using basic pilotage and deadreckoning alone on the outbound leg and blends basic VFR navigation withRadio and GPS navigation on the return leg.

P/N 19605-001

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Golf Trip Cirrus Pilot Training Course: Lesson 21

21

What Do You Think?Not long ago airplanes did not have GPS systems and colorful electronicmoving maps. How do you think the introduction of these technologies haschanged flight training? Is it easier? Is it harder? Or is it just different?

Get Ready for Lesson 22• Read about Class D and C airspace

• Review Weight and Balance calculations from the Cirrus POH

• Read about required airplane inspections

• Read 91.213 part (d) and learn about flying with inoperative or missingequipment

• Read 61.57 part a) and learn about pilot recent experience requirements


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Cirrus Pilot Training Course: Lesson 22 Multiple Destination Cross Country

22

Lesson 22: Multiple Destination Cross Country

Ground Instruction


ScenarioYou and two friends are planning to travel from your local airport today to severaldestinations around the region.

You plan to depart around 11:00 a.m. and fly to an airport about 100 miles awayto have lunch. After lunch, which will take approximately two hours, you willcontinue on your trip to a third location about 75 miles for some late afternoonand evening shopping. After having dinner you will leave your two friends andreturn home by yourself at night.

One of the airports that this plan involves will have a Class D airspace and onewill have a Class C airspace (If possible).

Leg 1: Home base to first destination. Depart home at 11:00 am local time.

Leg 2: First destination to second destination. Depart first destination at 15:00local time.

Leg 3: Second destination to home. Depart second destination at 21:20 localtime.

Weight and Balance Information: Use actual airplane data for planningpurposes. Your friends weigh 170 lbs and 129 lbs respectively. One has 35 lbsof baggage; the other has 40 lbs of baggage. Your bag weighs 25 lbs.

Aircraft Information: Assume the following information has been extracted fromthe appropriate log. Today’s date is 7/27/08. The Cirrus airplane you are flyingwas built in 2006. Last 100 Hour inspection was 1555.3, current tach time is1659.6. Last Annual inspection was 9/02/07. Last transponder check was 12/05/06. Last Pitot Static check was 10/03/06. Last VOR Check was 4/07/08. ELTwas temporarily removed on 7/17/08 due to an “unreliable signal.” Placard incockpit reads “NO ELT.” Aircraft does not have a MEL.

Pilot Information: Received Private/Instrument SEL Rating on 4/04/07 and has asecond class medical certificate issued on 06/14/07.

Recent flight experience (log book entries) is as follows:

Date Route Land AC type AC ID Total Description

12/2/07 MBT-M02 1 SR20 N22CD 1.2 hrs Took Bob Flying

2/9/08 MBT-CHA 1 SR20 N789F 1.8 hrs Business Trip to CHA

2/14/08 MBT-TYS 1N SR20 N789F 2.0 hrs Return Trip – fast airplane

2/27/08 MBT-BWG 3 SR20 N224G 1.5 hrs Fun Flight with Wife

3/5/08 MBT-THA 2 SR20 N224G 1.4 hrs Fun Flight with Joe

5/9/08 MBT-CSV 2 SR20 N45213 1.2 hrs Lunch with Jim

5/19/08 MBT-BNA 1 SR20 N222MT 1.1 hrs Flight to Class C

6/6/08 MBT-TRI 1 SR20 N789F 1.8 hrs Business trip to Tri-Cities

6/14/08 TRI-MBT 1 SR20 N789F 1.9 hrs Return trip – bad turbulence

P/N 19605-001

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Multiple Destination Cross Country Cirrus Pilot Training Course: Lesson 22

22

Key Elements of the Lesson• Practice VFR Navigation Planning

• Weight and Balance calculations

• Aircraft Logbooks and Required Aircraft Inspections

• Recent Pilot Experience

• Procedures for flying to and from an airport with Class C or D Airspace

Notes to the PTThis ground lesson incorporates many elements that the pilot must deal with onany routine flight. Your instructor will have you plan this three-leg VFR crosscountry flight using actual winds for the day you work on this lesson as well ascalculate the weight and balance using the information above. After you havethe basic plan completed, your instructor will discuss the airplane inspectionsand equipment that are required for this flight. Then the two of you will talk yourway through the flight. Your home airport may already be inside Class C or Dairspace, but if not this discussion will help you learn the unique requirements ofthese airspace types and what to expect when flying in and out.

Completion StandardsThis lesson is complete when the PT a) is able to meet the desired outcomesthat are indicated on the Learner Centered Grading sheet for this lesson, b) canquickly yet accurately calculate a VFR cross country flight using basicnavigation skills, c) can accurately calculate the weight and balance for theairplane, d) can verify that an airplane has had the required inspections, and e)determine if the airplane is legal to fly with inoperative or missing instruments orequipment.

What Do You Think?We have discussed Personal Minimums before, but usually it meant personalweather minimums. In this lesson we took a look at all the items that must beprepared for and/or checked before flight. Should personal minimums alsoinclude a length of time available before the flight that would allow the pilot thetime needed to check all these items?

Get Ready for Lesson 23Your airplane has some amazing capabilities. Among these is the ability tosafely fly even without being able to see out or see the ground. The problem isthat pilot skills must be raised to take advantage of the airplane’s capabilities.Pilots should be prepared to avoid encounters with low visibility and clouds untilthey are ready. For the next lesson read about the illusions of flight that canconfuse any pilot.


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Cirrus Pilot Training Course: Lesson 23 Business Meeting

23

Lesson 23: Business Meeting

Dual Flight Lesson

Lesson Time: 1.5 hours, 0.5 Instrument / 1.0 Ground Instruction

ScenarioYou have an important business meeting at a nearby airport today. Your bosshas advised that if you don’t attend this meeting, the company will miss anopportunity to make a lot of money. So there is no question about it — you haveto be there. A series of recent torrential rains have left most of the rivers andstreams in the local area near or at flood stage. Due to this fact, there arenumerous road closures and impassable bridges which would significantlylengthen the driving time to the destination. Therefore, as a newly certificatedpilot, you elect to fly. You arrange for a taxi to pick you up at the airport at aspecific time for the meeting in town. The weather for today looks to be VFR, butthe forecasts call for the conditions to get worse through the afternoon.

Scenario ObjectiveThe purpose of this lesson is to review maneuvering solely by reference to flightinstruments, ATC directives and emergency procedures applicable toinstrument flight to facilitate aeronautical decision-making, and situationalawareness in an airplane. In addition, the student will practice takeoffs andlandings.

Key Elements of the Lesson• VFR flight planning and navigation to the destination airport

• VFR Flight Plan preparation, filing, activating and canceling

• Proper use of the Autopilot

• Encounter with instrument flight conditions on the return home

• 180-degree escape from instrument conditions

• Unusual attitude recovery

Notes to the PTYou should be getting very quick but very accurate with your VFR basicnavigation planning by now. This trip is very important because it leads up to asolo cross country flight, so you will need to be sharp and instill confidence inthe instructor. The instructor will select an airport that is approximately 75 milesfrom your home airport. Your goal on this flight is to be precise with your planand your flying. On the leg home the instructor will simulate instrumentconditions. This will give you the opportunity to practice with a view limitingdevice and learn about the illusions and dangers of flying in the clouds if notproficient and prepared. The instructor will introduce Unusual Attitude Recovery.

Completion StandardsThis lesson is complete when the PT is able to meet the desired outcomes thatare indicated on the Learner Centered Grading sheet for this lesson and canplan and execute a VFR cross country flight to an airport approximately 75 milesfrom the home airport and manage the VFR Flight Plan. The PT will also beable to hold altitude to within 200 feet of assigned and heading to within 10degrees while simulating IFR conditions.

P/N 19605-001

Notes

83

84

Business Meeting Cirrus Pilot Training Course: Lesson 23

23

What Do You Think?Several years ago a study was conducted that placed non instrument proficientpilots in the clouds to see what would happen. Every pilot in the study eventuallylost control of the airplane with the average time-to-loss being just less thanthree minutes. But that study was conducted before autopilots were installed inlight airplanes. Is it still important for pilots to be able to “hand-fly” in the cloudseven though we have autopilots now?

Get Ready for Lesson 24Read 61.93 section C paragraph 1 and section C paragraph 2 and learn aboutthe logbook endorsements that your instructor will be making in your logbook forthe next lesson.


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Cirrus Pilot Training Course: Lesson 24 Go Visit Your Mother!

24

Lesson 24: Go Visit Your Mother!

First Solo Cross Country

Lesson Time: 2.0 Flight Time / 1.0 Ground Instruction

ScenarioYou are conducting a solo flight to a nearby airport to visit your mother that isliving in the nearby city’s assisted living home. Fortunately you could not haveasked for a better day to fly. The weather is good VFR and is forecasted to staythat way.

Scenario ObjectiveThe purpose of this lesson is to have the student fly solo back to an airport thathe/she previously flew to with the instructor.

Key Elements of the Lesson• Gathering weather information

• VFR flight planning

• VFR Flight Plan management

• Flying a solo flight to an airport that is approximately 75 miles from thehome airport

Notes to the PTLearning to fly has several major milestones and among these is the first solocross country. You wanted to fly so that you could travel for business andpleasure, so this is the first flight when you are really doing that. The key herewill be to go about the business of weather gathering, flight planning, andconducting the pre-flight inspection as you always do – carefully. Don’t let theexcitement of this flight get you in a hurry. Take your time. You will have to planahead for this flight since it must be flown in daylight. You and your instructor willmake a target departure time – if you are not off by that time, considering thelength of the trip, then you may have to cancel the flight and disappoint yourmother. Nobody wants to do that, so plan ahead and without rushing, get off ontime. Your instructor will most likely send you back on this solo flight to the placeyou went dual on the previous lesson. This means that you will be more familiarwith the traffic pattern entry and airport. Call your instructor on the cell phonewhen you land at the destination. During that call you can discuss anything thatcould delay your flight or any other unforeseen factors. This is one of the mostimportant and satisfying lessons of the entire syllabus, so have some fun with it.

Completion StandardsThis lesson is complete when the PT a) is able to meet the desired outcomesthat are indicated on the Learner Centered Grading sheet for this lesson, b) isable to gather real-time weather and apply that to VFR flight planning, c) can flyout and back to an airport that is approximately 75 nm away from the homeairport in solo flight, d) and can manage a VFR Flight Plan in both directions.Flight Plan management includes filing, activating, and closing the flight plan.

P/N 19605-001

Notes

85

86

Go Visit Your Mother! Cirrus Pilot Training Course: Lesson 24

24

What Do You Think?The first solo flight was a really big experience, but so is the first solo crosscountry flight. Most pilots report that although it was exciting, the first solo crosscountry flight was a different experience than the first solo flight. How was itdifferent in your case?

Get Ready for Lesson 25The next flight lesson is another solo cross country flight. Discuss with yourinstructor which airport will be used and talk about actually planning some of theflight in advance. You can calculate mileage, True Course, and select VFRcheckpoints before the day of the flight. Then on the day of the flight you havethis information ready. You would still have to apply the wind and weatherconditions to your flight planning for the day of the flight, but you can get to theairplane faster.


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Cirrus Pilot Training Course: Lesson 25 Get Back for the Ball Game

25

Lesson 25: Get Back for the Ball Game

Solo Flight Lesson

Lesson Time: 2.5 Flight Time / 0.5 Ground Time

ScenarioYou will be conducting a solo cross country flight of at least 75 to 100 nauticalmiles. The reason for your flight is to drop off some sealed bids. The bids mustmake it to the destination on time or your company will not be considered for alarge construction contract. Your mission is to gather weather information andcomplete the necessary pre-flight planning for your assigned route, navigatesafely and efficiently, and return to you home airport as close as possible to yourETA. Your instructor will also give you a pre-set departure time that you mustadhere to. The reason you are on such a tight time schedule is that you mustalso get back in plenty of time to see your son start his first game for the highschool basketball team. You have been playing basketball with this kid in yourdriveway since he was not much taller than the ball, so there is absolutely noway you will miss this game! This is a classic job versus family scenario, butusing the Cirrus can you do both and pull it off?

Scenario ObjectiveThe purpose of this lesson is for the student to conduct a solo day VFR crosscountry flight, but to do so with time pressures.

Key Elements of the Lesson• Gathering weather information

• VFR flight planning


• Operating the radio with proper phraseology

• Flying a solo flight to an airport that is approximately 75 to 100 miles fromthe home airport

Notes to the PTWhen planning VFR cross country flights we have always said that you shouldnot allow yourself to get in a hurry – but this scenario presents many timepressures. You will know the airport of destination before the day of this flight.Your instructor will set a time limit from the time you arrive at the airport to thetime you takeoff. Between those times you must take your partially preparedflight planning and apply that day’s wind and weather. To meet the deadlinesyou must work quickly, but you cannot sacrifice speed for accuracy.

Completion StandardsThis lesson is complete when the PT is able to meet the desired outcomes thatare indicated on the Learner Centered Grading sheet for this lesson and whenthe PT successfully plans the flight with speed and accuracy and completes asolo cross country flight within the time deadlines of the flight.

P/N 19605-001

Notes

87

88

Get Back for the Ball Game Cirrus Pilot Training Course: Lesson 25

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What Do You Think?Did the family pressure to make this flight on a tight time schedule change howyou did things on this lesson? Can you see how such pressure might lead a safepilot to do some unsafe or at least hurried things?

Get Ready for Lesson 26The next lesson is a ground lesson on flying at night. Hardly anything is morefun than flying on a clear night, so this will be worth preparing for. Discuss withyour instructor the material that you should use to prepare for this groundlesson.


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Cirrus Pilot Training Course: Lesson 26 Getting Ready to Fly in the Dark

26

Lesson 26: Getting Ready to Fly in the Dark

Ground Lesson

Lesson Time: 1.5 Ground Instruction

ObjectiveIntroduce PT to night operations and aeromedical factors.

Key Elements of the Lesson• Night operations

• Aircraft lights

• Airport lighting

• Airport selection (fuel, hours of operation)

• AFD

• Fuel requirements

• Cockpit management

• Pilotage and dead reckoning at night (it’s different than in the day!)

• Route selection

• Emergencies

• Recommended personal equipment

• Aeromedical factors

• Night vision

• Visual illusions

• Disorientation

• Spatial disorientation

• Night scan

• Hypoxia and how it can be worse at night

• Hyperventilation

• Alcohol/drug awareness

• Motion sickness

• Decompression sickness

• Supplemental oxygen requirements

• Stress/fatigue

Notes to the PTReally study for this ground lesson and ask many questions because not only isthis information vital for flight at night, it is also vital for instrument flight. In somecountries flight at night is considered to be flying on instruments.

Completion StandardThis lesson is complete when the PT is able to meet the desired outcomes thatare indicated on the Learner Centered Grading sheet for this lesson anddemonstrate satisfactory knowledge of lesson content and achievement oflesson objectives by active participation in discussion and by correctlyanswering the instructor’s questions on lesson content.

P/N 19605-001

Notes

89

90

Getting Ready to Fly in the Dark Cirrus Pilot Training Course: Lesson 26

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What Do You Think?What does it mean when we say, “The airplane doesn’t know its dark.”

Get Ready for Lesson 27Take in everything you learned in this ground lesson and get ready to apply it toone of the most interesting and enjoyable lessons of all – night flying! Make sureyou talk with your instructor about any special equipment you will need for thenext flight, like a flashlight.


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Cirrus Pilot Training Course: Lesson 27 Special Date

27

Lesson 27: Special Date

Dual Flight Lesson At Night

Lesson Time: 2.0 Flight Instruction / 0.5 Ground Instruction

ScenarioYou have decided to take your spouse on a special date! This date includes amoonlit flight over your house, followed by a landing at a nearby town for aromantic dinner at a fancy restaurant. Your house is located approximately twomiles south of town so the plan is take off, fly over the house, and then proceedon course to the destination.

Scenario ObjectiveThe purpose of this lesson is to introduce the student to the fundamentals ofnight operations and the differences between daytime and nighttime navigation.

Key Elements of the Lesson• Pre-flight Inspection at night

• Locating points on the ground at night

• VFR navigation at night

• Illusions of flight that occur at night


Notes to the PTFlying at night is a great experience, but remember that the airplane does notknow that it is dark. It will fly the very same. The difference lies with the pilot.Issues of depth perception and illusions that occur at night can be real problemsat night. The part of the human eye that sees at night requires more oxygenthan the parts we use in the daylight. Discuss this issue with your instructor.Also, VFR navigation is quite different in the dark. On a dark night you probablywon’t be able to see powerlines, rivers, and hill-tops. Instead select airports,interstate highways (you won’t see the road but you will see a stream of redlights going away and a stream of white lights coming toward you), and towns.The part of the flight where you fly over your house will be different and youshould fly higher over it that you might in the day. Note: Your instructor mayswitch Lesson 27 for Lesson 28 and do these in reverse order.

Completion StandardsThis lesson is complete when the PT is able to meet the desired outcomes thatare indicated on the Learner Centered Grading sheet for this lesson, can applyknowledge from the previous ground lesson, and complete a VFR night, dualcross country flight.

P/N 19605-001

Notes

91

92

Special Date Cirrus Pilot Training Course: Lesson 27

27

What Do You Think?You are on final approach to a runway at night. The approach crosses over ahighway that is lined with street lights. As you get closer and lower to therunway, the street lights start to “twinkle” rather than have a steady light. Could itbe that you are so low that tree branches and wires are passing between youand the street light making them appear to brighten and darken? Twinkling starsseen in the sky on a night flight are just part of what makes flying at night somuch fun. Could twinkling lights seen on the ground be cause for an immediatego-around?

Get Ready for Lesson 28Read about illusions while landing at night and think about what you would do ifwhile on a night flight, the landing light burned out. Also take a look in theregulations under 91.109 part (2) and read about all the requirements to fly atnight.


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Cirrus Pilot Training Course: Lesson 28 Proficiency and Avoiding Hazards at Night

28

Lesson 28: Proficiency and Avoiding Hazards at Night

Dual Flight Lesson at Night

Lesson Time: 1.0 hour Flight Time / 0.5 Ground Instruction

ScenarioNext week you have a planned vacation trip. The trip will probably require you tooccasionally fly after dark, so you want to be sharp and also legal to fly at night.You ask your instructor to fly with you tonight so you can gain night currency forthe trip and be ready to deal with unexpected situations at night.

Scenario ObjectiveThe purpose of this lesson is to have the PT gain the skills necessary to landsafely and confidently at night. The student should also meet the requirementsof FAR 61.109(2) at the conclusion of the lesson.

Note: FAR 61.109(2) requires 3 hours of night flight training that includes onecross country flight (at least 100 miles round-trip) and 10 takeoff and landings toa full stop.

Key Elements of the Lesson• Currency to fly at night

• Runway illusions at night

• Airport lighting

• Night landings

• Unexpected situations at night such as the loss of the landing light

• Unexpected situations at night such as the loss of cockpit lighting

Notes to the PTIf your instructor elected to switch Lesson 28 with Lesson 27, then this is yourfirst experience at night. Read some of the Notes to the PT from Lesson 27 andlearn about some of the differences that are involved in the night flight. On thislesson you will make several night landings including some with and without thelanding light and cockpit lighting.

Completion StandardsThis lesson is complete when the PT is able to meet the desired outcomes thatare indicated on the Learner Centered Grading sheet for this lesson and is ableto safely and confidently make landings at night with and without the landinglight and cockpit lighting. The PT will be able to explain how a pilot remainscurrent at night.

P/N 19605-001

Notes

93

94

Proficiency and Avoiding Hazards at Night Cirrus Pilot Training Course: Lesson 28

28

What Do You Think?Someday you will takeoff in the daylight, but land after dark. Or you might fly to adestination airport in the day, but fly home that night. Should we check landinglights and airplane position lights for proper operation even on daytime flights?

Get Ready for Lesson 29The next lesson is a progress check with a different instructor. You havecompleted a progress check before, so you know what to expect. You will beasked to plan and execute a VFR cross country flight – but you have been doingthat now for several lessons. Show him/her you can do it again!


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Cirrus Pilot Training Course: Lesson 29 Cross Country Progress Check

29

Lesson 29: Cross Country Progress Check

Dual Flight Lesson

Lesson Time: Oral Exam 1.5 hours / Flight Test 1.5 hours, 0.2 Instrument

ScenarioThe check pilot will present the PT with a scenario that will be used as part ofthe stage check. The key to successful stage check outcomes is to study andhave confidence in your abilities. Your instructor would not have put you in forthis stage check if he/she thought you weren’t ready.

Scenario ObjectiveAnother different instructor shall evaluate your ability to a) manage the elementsassociated with a day solo cross country flight, b) explain selected tasks fromthe Private Pilot PTS, and c) conduct flight maneuvers and procedures coveredin a cross country segment.

Key Elements of the Lesson• Thoroughly answer questions regarding VFR navigation and regulations

• Plan and execute a VFR cross country flight

• Operate the radio with proper phraseology

• Proper use of the autopilot

• Conduct flight maneuvers

• Perform accurate takeoff and landings

Notes to the PTThis is your second progress check so you know what to expect as you fly with adifferent instructor. Communicate with that instructor before the day of the flightand find out what, if any, pre-flight planning that is expected. In the oral examportion of the check, just answer the questions the best way you can, but don’ttry to make up an answer that you are not sure of. Sometimes the best answer is“I don’t know.” Of course, after the training you have gone through to this point itis unlikely you will actually have to say “I don’t know.” Study and be ready.

Completion StandardsTo the check instructor:

Oral Exam

This lesson is complete when the PT is able to:

1. Meet the desired outcomes that are indicated on the Learner CenteredGrading sheet for this lesson

2. Plan a VFR cross country within Federal Regulations, Safety Policies andProcedures, and the aircraft capabilities

3. Explain selected tasks from the Private Pilot PTS

Flight Exam

This lesson is complete when the PT is able to:

4. Meet the desired outcomes that are indicated on the Learner CenteredGrading sheet for this lesson

5. Manage a VFR cross country as pilot in command while maintaining his/heraltitude within ±200 feet and heading within ±15 degrees

6. Perform radio navigation, pilotage and dead reckoning

7. Conduct flight maneuvers and procedures while maintaining altitude within±150 feet, heading within ±15 degrees and airspeed ±10 knots

P/N 19605-001

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Cross Country Progress Check Cirrus Pilot Training Course: Lesson 29

29

8. Maintain directional control at all times during takeoffs and landings

9. Perform landings with touchdowns at, or within, 250 feet of the desired point

What Do You Think?By now it should be clear that flying to different airports will always require twosets of skills. One set is the ability to plan and navigate, use the radio, calculateweight and balance, and use current weather information. The other set of skillsinvolves your ability to make decisions. Sometimes the proper decision is tocancel a flight – even if that decision is unpopular. At this point in your training,are your decision skills as proficient as your navigation skills?

Get Ready for Strand 3 and Lesson 30The lesson after the progress flight is a ground session in airspace, airspacerules, and radio communications. These are topic areas that traditionally givestudents problems, so study the material that your instructor suggests and haveplenty of questions ready when the next lesson starts.

Summary of Stage 2 and Stage 1 and 2 combined.


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FLIGHT / GROUND TIME RECORD Strand 2 Summary

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P/N 19605-001

Cirrus Pilot Training Course: Lesson 30 Airspace and Radio Communications

30

Strand Three

Lesson 30: Airspace and Radio Communications

Ground Lesson


ObjectiveEmphasize considerations necessary for safe flight. Continued cross countryflight planning to include radio communications and ATC services.

Key Elements of the Lesson• Airport Facilities Directory

• Controlled and Uncontrolled (Class G and E) airspace

• Class D airspace and radio communications

• Class C airspace and radio communications

• Class B airspace and radio communications

• Communication with Flight Service Stations in-flight

• Runway incursion avoidance

• Wake turbulence avoidance

• Radar and ATC services

• METARS

• TAFS

• PIREPS

• Wind / temperature aloft

• Area forecast

• Airmets, sigmets, convective sigmets

Notes to the PTThis ground lesson is designed to help you understand the different types ofairspace and the proper way to operate within them. Depending on the type ofairspace that is present at your home airport, you may have had experience withone or more of these already. The best way to “picture” these airspace types isto take out your sectional chart and look at some examples. Historically weatherinformation, airspace, and radio communications are difficult topics so youshould ask questions anytime something is not completely clear.

Completion StandardsThis lesson is complete when the PT is able to meet the desired outcomes thatare indicated on the Learner Centered Grading sheet for this lesson. The PT willdemonstrate satisfactory knowledge of lesson content and achievement oflesson objectives by active participation in discussion and by correctlyanswering instructor’s questions on lesson content.

P/N 19605-001

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97

98

Airspace and Radio Communications Cirrus Pilot Training Course: Lesson 30

30

What Do You Think?To really understand the airspace system, pilots must think in 3D because afterall, we fly in three dimensions. When you look across a Sectional Chart can you“see” the mountains popping up off that page and the river valleys digging downinto the table? Can you “see” the invisible boundary line that exists up in the airbetween Class G and Class E? Can you visualize the actual shape of a Class Dor Class C airspace?

Get Ready for Lesson 31Use the information from the Lesson 30 ground lesson to prepare for Lesson 31.In Lesson 31 you and your instructor will fly together to an airport that is busierthat you may be used to. Your instructor will select the destination – probably aClass C airspace. Study the airspace and the radio communications that arerequired.


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Cirrus Pilot Training Course: Lesson 31 Drop Off a Computer for Repair

31

Lesson 31: Drop Off a Computer for Repair

Dual Flight Lesson to Congested Airspace

Lesson Time: 2.0 Flight Instruction / 1.0 Ground Instruction

ScenarioYou are a small business owner and one day the computer that holds all yourbilling records crashes. You must retrieve this information in order send out theproper bills and in turn make your payroll. You have several people in yourhometown take a look at the computer. The report is that the hard drive isdamaged and the information is probably lost forever. You are referred to anindividual in another city who is known as a genius of computer repair. This guyis your last hope. You make arrangements to take the computer to him in hopesthat he can perform a computer miracle. You and your instructor will fly to aClass C airport to drop off the computer (Lesson 31) then on your next flight youwill return to that same airport solo (Lesson 32) and pick up the computer thatby then has hopefully been repaired.

Note: The destination airport should have a higher airspace classification thatthe home airport. The classification on this lesson should be at least Class C.This flight may or may not be greater than 50 nautical miles, depending on theproximity of the Class C airspace to the home airport – however, a flight ofgreater than 50 miles would be beneficial.

Scenario ObjectiveThe objective of this flight is to allow the PT the experience of flying incongested airspace with a greater degree of radio communications. At theconclusion of this lesson the PT should be prepared to repeat this flight solo.

Key Elements of the Lesson• Communication with Air Traffic Control

• Approach Control

• Tower

• Ground

• Clearance Delivery

• ATIS

• RADAR services

• Complying with ATC instructions

• Congested airspace operations


• Collision avoidance



Notes to the PTYour home airport may already be a Class D or Class C (maybe even a Class B)airspace and therefore you may already be familiar with the procedures of thesetypes. This lesson is designed to have you gain experience in more congestedairspace than maybe you already have had. Your instructor will select the airportof destination and then you must put into practice all you have learned so farespecially ground lesson 30. Going to an airport that is busier than you are usedto is a real challenge, but once you have accomplished this, you are on your wayto really operating in the national airspace system. The next lesson is a repeatof this lesson – but next time you go solo.

P/N 19605-001

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100

Drop Off a Computer for Repair Cirrus Pilot Training Course: Lesson 31

31

Completion StandardsThis lesson is complete when the PT is able to meet the desired outcomes thatare indicated on the Learner Centered Grading sheet for this lesson. Thislesson is complete when the PT can maintain situational awareness while flyinginto and back out of an airport inside congested airspace. This lesson iscomplete when the PT is competent to repeat the lesson solo.

What Do You Think?If you were able to fly to an airport on this flight that has a greater level ofcongestion than the airport you are training at, then this was probably an eye-opening flight. You probably spoke to many different air traffic controllers. Listthe order in which you contacted each controller and what was each controller’srole?

Get Ready for Lesson 32On the next lesson you will retrieve the computer that you dropped off in Lesson31, but this time you will go alone. Go back over the steps of Lesson 31 in yourmind. If you have any questions about the procedure required to get into andback out of a larger airport, make sure to discuss it with your instructor.


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Cirrus Pilot Training Course: Lesson 32 Pick Up Repaired Computer

32

Lesson 32: Pick Up Repaired Computer

Solo Flight Lesson to Congested Airspace

Lesson Time: 2.0 hours Flight Time / 0.5 Ground Instruction

ScenarioYou get some great news. The computer expert was able to restore yourcomputer’s hard drive and retrieve all your vital billing records! The billing cyclestarts tomorrow, so you need to pick the computer up today. You will return tothe airport where the computer was dropped off and pick it up – but this timeyou will make the flight solo.

Scenario ObjectiveThe purpose of this lesson is for the student to conduct a solo day VFR crosscountry flight into congested airspace that is of a higher classification than thehome airport.

Key Elements of the Lesson• Go/no-go Decision

• Communication with Air Traffic Control

• -Approach Control

• -Tower

• -Ground

• -Clearance Delivery

• ATIS

• RADAR services

• Complying with ATC instructions


• Congested airspace operations

• Collision avoidance



• Single Pilot Resource Management

Notes to the PTLike every other flight, you should be careful and meticulous when it comes topreparation, planning, checklists, and radio procedures. Flying into congestedairspace with confidence is a skill that you will rely on for years to come, sofollow the ATC procedures that you have learned and make this a great flight.

Completion StandardsThis lesson is complete when the PT is able to a) meet the desired outcomesthat are indicated on the Learner Centered Grading sheet for this lesson, b)safely completes a flight into and back out of an airspace type that is morestringent than the home airport – preferably a Class C, c) conducts the flightwith good situational awareness of other aircraft in the area, d) meets all ofATC’s expectations, and e) exercises good Single Pilot Resource Management.This lesson should yield at least one full stop landing at an airport with anoperating control tower.

P/N 19605-001

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101

102

Pick Up Repaired Computer Cirrus Pilot Training Course: Lesson 32

32

What Do You Think?One of the great things about flight training is that you can never completelyscript or predict what will happen on any given flight. What happened on thisflight that was unexpected and how did you handle it?

Get Ready for Lesson 33Completion of Lesson 32 should really be a confidence builder. At this point youhave flown cross country flights, flown into congested airspace, flown at nightand flown on instruments. Now it is time to extend your range. The next severalflights will build your experience with longer flights that will include variousairspace types.


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P/N 19605-001

Cirrus Pilot Training Course: Lesson 33 Manufacturing Plant

33

Lesson 33: Manufacturing Plant

Solo Flight Lesson


ScenarioYou are the owner of a company that produces parts for the auto industry. Youhave manufacturing plants in two cities, but your home office is in a third city.You get word on a Monday morning that one of your plant’s assembly lines hasshut down and production has halted. The reason is that a machine used in themanufacturing process has broken down and needs a particular replacementpart to resume operation. That is the bad news. The good news is that yourother plant has the replacement part. You will need to fly to the first city to pickup the part, and then fly on to the second city to deliver the part and get theproduction line going again before flying home.

Scenario ObjectiveThe purpose of this lesson is for the student to conduct a solo day VFR crosscountry flight that has two destination airports – a triangle flight – with at leastone airport having either a Class D or Class C airspace. Each leg of the tripshould be greater than 50 nm and therefore the total distance should be greaterthan 150 nm. This will meet the requirements of 61.109(a)(5)(ii).

Key Elements of the Lesson• Weather information gathering and use

• Go/no-go Decision

• VFR navigation planning


• Radio Communications

• Landing at an airport with an operating Control Tower




Notes to the PTThis flight is a triangle. Each leg needs to be greater than 50 nm and at leastone of the airports needs to have an operating control tower. This is the firstcross country trip you have taken that was not just an out-and-back trip. You willneed to make a full stop landing at each point. When you plan for a triangle, thewind will be significantly different, relative to your course, for each leg. You willneed to get an early start, because this flight should be conducted all in thedaylight. Since you do have three different legs, it will require some additionalplanning time, so do as much as you can ahead of time and arrive at the airportin plenty of time to get all the planning complete.

Completion StandardsThis lesson will be complete when the PT successfully flies a three-leg solocross country with at least one landing at an airport with an operating controltower, and meets the desired outcomes indicated on the Learner CenteredGrading sheet for this lesson. The student should display confidence, situationalawareness, single-pilot resource management, and be able to assess risk.

P/N 19605-001

Notes

103

104

Manufacturing Plant Cirrus Pilot Training Course: Lesson 33

33

What Do You Think?Longer flights mean that more time elapses between your pre-flight weatherbriefing and the time you are actually in the air. This means that the weatherforecasted for your flight could change during the flight and be very differentthan you predicted. On this three-leg flight did you have to adjust for changes inthe wind or weather that took place while you were in flight?

Get Ready for Lesson 34The next lesson is the longest straight line distance that you have flown so far.The flight is approximately 250 nm total distance. Discuss with your instructorthe actual airport of use and practice your ability to read METARs and TAFs.Remember, the more time that is needed to complete the flight, the greater thepossibility that the weather will change.


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P/N 19605-001

Cirrus Pilot Training Course: Lesson 34 The Science Fair

34

Lesson 34: The Science Fair

Solo Flight Lesson


ScenarioYour brother is the principal of a high school in a city across your state. He isputting on a science fair for his students. Because you are a pilot, he asks you tobe one of the science fair speakers and talk to the students about “HowAirplanes Fly.” You will fly over to be the guest speaker and fly home before itgets dark tonight.

Scenario ObjectiveThe purpose of this lesson is for the student to conduct a solo day VFR crosscountry flight with a total distance of 250 nm.










Notes to the PTThis will be the longest straight line flight that you have taken so far in yourtraining. You will need good weather for the entire day and so this will be goodpractice at looking at the weather information and making a smart go/no-godecision. You will also need an early start because you need to be back homebefore dark. Since it takes longer to fly longer legs, plan on checking theweather again when you arrive at the destination to ensure that the weather isstill good and that the winds have not changed. Be ready to make alterations toyour VFR flight planning as needed.

Completion StandardsThis lesson will be complete when the PT has flown a total distance of 250 nmon an out-and-back solo cross country flight. The PT should display skill atreading weather products and applying that information to the go/no-godecision. This lesson is complete when the PT is able to meet the desiredoutcomes that are indicated on the Learner Centered Grading sheet for thislesson.

P/N 19605-001

Notes

105

106

The Science Fair Cirrus Pilot Training Course: Lesson 34

34

What Do You Think?Have you heard the phrase, “Any wind is a headwind!” This idea applies to tripswhere you fly out and then back along the same course as you did on thislesson. The central question is this, if you have a tailwind on the way outboundand then a headwind on the way back home, does the extra groundspeed of thetailwind make up for the slower groundspeed of the headwind? The answer isno! The extra groundspeed you get with a tailwind does not “pay you back” forthe slower groundspeed you get with a headwind. The reason is because whenyou are going slower against the headwind, it takes longer to complete the flightso the headwind has a longer time to “work against you” than the tailwind has to“work for you.” This fact becomes more apparent on longer flights such as thisone. This is why any wind will make the trip longer in total than a flight with nowind – thus “any wind is a headwind!” Did you experience this situation on this250 mile flight?

Get Ready for Lesson 35The next lesson brings us into a time in the syllabus where your instructor has agreat deal of confidence in you. Your instructor will select another airport for youto fly to, but this time the instructor expects you to do pretty much everythingwhen it comes to weather information gathering, planning, and executing theflight.


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P/N 19605-001

Cirrus Pilot Training Course: Lesson 35 Awards Banquet

35

Lesson 35: Awards Banquet

Solo Flight Lesson


ScenarioEvery year your insurance agency has an awards banquet for the top salespeople in the region. This year those top sales persons get an added bonus –they get to fly to the awards banquet with you in a Cirrus airplane! You will fly topick up one salesperson at an airport that is at least 100 miles away from yourhome airport. Then together you will fly to a second airport, which is at least 100miles from the first airport, to pickup another salesperson and then fly home forthe banquet.

Scenario ObjectiveThe purpose of this lesson is for the student to conduct a solo day VFR crosscountry flight with three legs – each leg is at least 100nm in distance.










Notes to the PTThis flight represents the most complex flight to date. It has the longest distanceand three legs so it will require advanced planning and an early start.

Completion StandardsThis lesson will be complete when the PT is able to complete a lengthy three-legcross country flight – each leg at least 100nm. The PT should display the abilityto plan and conduct flights of this length and complexity with skill andconfidence. This lesson is complete when the PT is able to meet the desiredoutcomes that are indicated on the Learner Centered Grading sheet for thislesson.

P/N 19605-001

Notes

107

108

Awards Banquet Cirrus Pilot Training Course: Lesson 35

35

What Do You Think?A long flight with changing winds and weather, demanding traffic, and complexradio work can tire you out. Did you experience any fatigue on this flight that youhad not experienced before? On future flights should you plan for getting plentyof rest before undertaking such a trip?

Get Ready for Strand 4 and Lesson 36The next lesson is a ground lesson on instrument arrival and approaches. Sofar, we have been flying in good VFR conditions, but one of the greatadvantages of the Cirrus is that it is a fantastic airplane for use in instrumentconditions. In fact, some of the most impressive attributes of a Cirrus areillustrated when using it for flight into IFR. However, to do that we must learnhow to operate in the IFR system. The next lessons move us in that direction.

Summary of Stand 3


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P/N 19605-001

Cirrus Pilot Training Course: Lesson 36 IFR Departure and Arrival

36

Strand Four

Lesson 36: IFR Departure and Arrival

Ground Lesson


ObjectiveIntroduce the PT to IFR departure and arrival procedures including ATCclearances.

Key Elements of the Lesson• IFR departure and arrival procedures

• IFR ATC clearances and IFR Flight Plan management

• Non-Precision Approaches

• Precision Approaches

• Straight-in landing

• Circle to Land


Notes to the PTIn the Cirrus, you have been exposed to the idea of instrument flight almost fromthe very beginning, but now it will start being up to you to utilize the Cirrus to itsfullest extent. This ground session is vital, not only for preparing for this strandof lessons but for your total understanding of the national airspace system andIFR.


P/N 19605-001

Notes

109

110

IFR Departure and Arrival Cirrus Pilot Training Course: Lesson 36

36

What Do You Think?Think about the VFR flight plans you have filed and activated so far in yourtraining. Then think about how the IFR flight plan and the IFR clearance work.How are they alike? How are they different?

Get Ready for Lesson 37Read about the pilot’s instrument scan – sometimes called the cross check. Alot has been said about the instrument scan pertaining to a glass panel airplane.The truth is that glass does not eliminate the scan, but it is different than whenpilots trained using “round dials.” Nevertheless, there is a real art to taking ininformation that is presented on the screen and translating that into airplanecontrol. The next lesson will allow you to practice this essential skill.


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P/N 19605-001

Cirrus Pilot Training Course: Lesson 37 Attitude Instrument Flying

37

Lesson 37: Attitude Instrument Flying

Dual Flight Lesson

Lesson Time: Several Flights with Approximate Flight Training of 6.0 hours, 5.0Instrument / 1.0 Ground Training

ScenarioIn the coming week you plan to use the Cirrus to take your friends on a ski trip.In preparation for that flight, you began wondering about what would happen ifthe autopilot were to fail. In the Cirrus, an Autopilot failure is certainly anabnormal situation, but you want to be ready for anything. You ask yourinstructor to get you some practice in Attitude Instrument Flying.

Scenario ObjectivesThe purpose of this lesson is to give the PT practice and gain proficiency inbasic attitude instrument flying – without the Autopilot.

Key Elements of the Lesson• Maintaining aircraft control with no outside visual reference

• Controlling airplane altitude, heading, and speed

• Maneuvering with no outside reference: climbs, turns, descents

• Airspeed changes

• Spacial Disorientation Demonstration

• Avoiding Spacial Disorientation

• Unusual Attitude Recovery

Notes to the PTOne of the debates in general aviation is about the autopilot. In an automatedairplane like the Cirrus, the autopilot is just one of the many tools that a pilot hasto use to make a safe flight. But the issue is: if a pilot relies too heavily on theAutopilot, will they be able to control the airplane in the clouds if the Autopilotwere to ever fail? The answer needs to be – yes! This lesson will allow you topractice hand flying the airplane without outside visual reference and to recoverfrom upsets and unusual attitudes. Even with an operating autopilot much of anyflight will still be hand flown, so obtaining and maintaining the skills of basicattitude instrument flying is vital. This lesson will take several flights.

Completion StandardsThis lesson is complete when the PT can control the airplane without anyoutside visual reference and without aid from the Autopilot. Altitude should bemaintained within +/-100 feet. Heading should be maintained within +/-10degrees. Airspeed should be maintained within +/-5 knots. The PT will be ableto recognize unusual attitudes and make safe recoveries back to straight andlevel flight. This lesson is complete when the PT is able to meet the desiredoutcomes that are indicated on the Learner Centered Grading sheet for thislesson.

P/N 19605-001

Notes

111

112

Attitude Instrument Flying Cirrus Pilot Training Course: Lesson 37

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What Do You Think?Basic Attitude Instrument Flying has been compared to juggling. The pilot musttrack and control so many things at once and all with accuracy. Pilot’s inventedmulti-tasking long before the general population came up with that term! Doesusing the Primary Flight Display (PFD) make it easier to fly the airplane withoutlooking outside as opposed to the round dials? If so, is it because of the picturethat the PDF displays?

Get ready for Lesson 38Study the procedures for the group of instrument approaches known as non-precision. Look over actual non-precision instrument approach charts that arefor your local area and mentally fly a few of those approaches.


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P/N 19605-001

Cirrus Pilot Training Course: Lesson 38 Reunion Flight

38

Lesson 38: Reunion Flight

Dual Flight Lesson

Lesson Time: 2.0 Flight Training, 1.5 Instrument / 1.0 Ground Training

ScenarioYour class reunion is being held over the weekend at a hotel in a neighboringtown. You decide that you would rather fly to the event since the hotel is locatedon the airport and some of your high school buddies have never seen your newairplane. You decide that you will leave Saturday afternoon before anapproaching cold front is due to arrive late Saturday night. Because your newCirrus has always been in a hanger at night, your plan is to fly to the reunion,attend the event, and return home before the weather turns. The currentweather is MVFR and your destination is reporting an overcast layer and lightsnow flurries.

Scenario ObjectiveDuring this lesson the PT will get to fly at least two non-precision instrumentapproaches with straight-in landings and/or missed approaches. More importantthan the actual conduct of the approach will be the management and set-up forit. The PT should be able to recognize the increased difficulty level of the taskand take steps to compensate for it.

Elements of the Lesson• Filing an IFR flight plan

• Receiving an IFR clearance

• En route IFR procedures

• Instrument approach set-up

• Non-precision approach

• Landing straight-in from an approach

• Missed approach

• Personal minimums — go/no-go decision

Notes to the PTPlan to arrive early for this lesson so that you and your instructor can prepare anIFR flight plan, file that plan, and allow for enough time for the ATC clearance tobe available when you are ready to depart. The plan is to simulate a day withinstrument conditions and fly to a nearby airport to show off your new airplane topeople who remember you driving a beat-up old car in high school! You shouldbe ready for several different non-precision approaches, but you can’t memorizeevery possible approach, so instead become very familiar with how to findinformation in an instrument chart for any approach – then you will be ready foranything that comes up. Your instructor will handle the radio for the most part ofthis flight, so concentrate on flying the airplane accurately, programming theautomation as needed, and maintaining situational awareness.

Completion StandardsThis lesson is complete when the PT is able to meet the desired outcomes thatare indicated on the Learner Centered Grading sheet for this lesson. The PTshould be able to set up the instrument approaches properly using the availableautomation and hand fly the approach. Additionally, the PT should be able toidentify any errors or unsafe practices made during the flight, including Single-Pilot Resource Management (SRM) considerations. The PT should understand

P/N 19605-001

Notes

113

114

Reunion Flight Cirrus Pilot Training Course: Lesson 38

38

why those actions were not optimal and what corrective action should havebeen taken.

What Do You Think?One thing you will notice is that even though an instrument approach procedureappears to be all planned out, you never seem to fly it the same way twice. Thisis especially true with the non-precision instrument approaches. One day youmay have a strong headwind on final approach which will effect yourgroundspeed, timing to the final approach point, and the rate of decent neededto get down to the Minimum Descent Altitude. On another day you could have astrong tailwind while flying the same approach. The tailwind will change yourstrategy for the approach. With a tailwind and faster groundspeed, you will haveto descend quicker in order to get down to the MDA in time and you probably willhave a higher MDA in anticipation of a circle-to-land maneuver. Can you think ofother conditions that might change how the approach is flown from one day tothe next?

Get Ready for Lesson 39One of the unique features of the Cirrus Private and Instrument Combinationsyllabus is the ability to shuffle lessons to meet the needs of students. Lesson39 is actually a block of VFR solo cross country flights. You and your instructorshould work together and plan to complete flights in this block whenever theweather and your schedule permits – but on a day when you planned a VFRcross country trip, if the weather is not suitable you could shuffle the lessonsand complete Lesson 40 instead. In this way, your training will have minimumdelays. So, discuss with your instructor what flight(s) will take place next.


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P/N 19605-001

Cirrus Pilot Training Course: Lesson 39 VFR Cross Country Block

39

Lesson 39: VFR Cross Country Block

Solo Flight Lessons

Lesson Time: 8.5 Flight Training

Lesson ObjectiveThe purpose of this lesson is for the student to conduct several solo/PIC dayVFR cross country flights to build confidence and experience.


• Weather information gathering



• In-Flight weather gathering

• AIRMETS and SIGMETS


• Class D and C airspace


• Risk Assessment and Management


Notes to the PTThis lesson will require more than one cross country flight to complete. Workwith your instructor and plan several VFR cross country flights in differentdirections from your home airport. Having more than one plan ready in differentdirections will save time. If the weather will not allow you to go to one destinationthen switch to the other rather than canceling the flight all together. Also if noVFR cross country flights are possible on the day you had planned to fly, youcan shuffle flight lessons and fly a dual lesson with your instructor – Lesson 40for instance. It may take three different trips, but you need to acquireapproximately 8.5 hours of solo/PIC cross country time for this lesson and thatshould bring your overall total of solo/PIC cross country time to approximately25 hours. This is significant because this will place you at the halfway point forthe required 50 hours of solo/PIC cross country time. Speak with your instructorabout selecting some destination airports to be used in this block that would befun and interesting to visit.

P/N 19605-001

Notes

115

116

VFR Cross Country Block Cirrus Pilot Training Course: Lesson 39

39

Completion StandardsThis lesson will be complete when the student is able to meet the desiredoutcomes that are indicated on the Learner Centered Grading sheet for thislesson and safely complete the planned cross country flight. The student’s flightinstructor will conduct a post-flight discussion and review the flight log todetermine that the lesson content and objectives have been met.

What Do You Think?After completing this VFR cross country block you will have undoubtedly hadmany great new experiences. Complete these sentences:

“The coolest thing that happened during these flightswas____________________.”

“I really learned a lot when_________________________.”

Get Ready for Lesson 40The next lesson offers more practice with IFR Flight Plans, ATC clearances, andnon-precision approaches. On previous instrument approaches, the conclusionto the approach usually was a straight-in landing after the runway becamevisible. But what if the only instrument approach at an airport led you to arunway that was not favored by the wind? Your instructor will also introduce thecircle-to-land maneuver. Take a look at an approach chart and see howconducting this maneuver would change the MDA.


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P/N 19605-001

Cirrus Pilot Training Course: Lesson 40 The Architectural Prints

40

Lesson 40: The Architectural Prints

Dual Flight Lesson


ScenarioYou are a contractor and need to pick up some architectural prints in a cityapproximately 30 miles from your location. Your company needs these printstoday or you will loose a large client and the traffic going into the city wouldprohibit travel by car before close of business. You were planning to fly in thatdirection to gain some additional IFR experience, so you offer to fly to theclosest airport nearest the engineering firm. The weather is IFR with similarconditions at the destination airport.

Scenario ObjectivesThis lesson provides the PTs with more exposure to IFR cross countryprocedures. The overall objective of the flight will be to teach the PT how tosafely and effectively manage the procedures and tasks required for thedeparture, en route, and arrival phases of IFR flight in the National AirspaceSystem. The PT will also be introduced to the circle-to-land maneuver. Moreimportant than the PT’s execution of each task will be the aeronautical decisionmaking and risk management behavior they demonstrate throughout the flight.The flight is meant to be a simple out and back trip. The intent of which is toallow the PT plenty of time in between each task of the flight so they canexperience the flow of a basic IFR cross country. This will give him/her sufficienttime to analyze the progress of the flight and use good SRM to successfullyaccomplish the trip. This flight should help the PT develop a betterunderstanding of the types of situations they will encounter during IFR crosscountries and the decisions that will need to be made.

Key Elements of the Lesson• Filing an IFR Flight Plan

• Receiving an IFR Clearance


• Instrument Approach set-up

• Non-Precision Approach

• Circle-to-land Maneuver

• Missed Approach

• Personal Minimums - go/no-go decision

Notes to the PTThis lesson will provide additional experience for you when it comes tomanaging an IFR Flight Plan: information gathering, planning, filing the flightplan, and receiving the ATC clearance and the radio procedures that go with it.Your instructor will work with ATC during the flight with one goal being thechance to perform a circle-to-land maneuver. This sounds easy, but in actualfact the circle-to-land is tricky and can be dangerous if you are not very careful.It is always hoped that at the conclusion of an instrument approach, a runwaycomes into view and we simply proceed to land straight ahead. But sometimes,especially at smaller airports that may only have one instrument approach, therunway that the approach lines you up on is not the runway we can land onbecause of the wind. This means we have to remain slightly higher than normal(which could keep us in the clouds) and make a low altitude, tight maneuveraround the airport in order to get lined up with the favorable runway. Yourinstructor will give you all the details about the changes this causes to the MDA

P/N 19605-001

Notes

117

118

The Architectural Prints Cirrus Pilot Training Course: Lesson 40

40

and Missed Approach Procedures. Anytime you have to make a low altitudemaneuver it can be hazardous – but when you make a circle-to-land youprobably will also have low visibility, wind, turbulence and low ceilings tocontend with as well. Then there is one other problem; often when pilotsdescend through the clouds and can see the airport, they tend to let their guarddown, thinking that the challenging part of the flight is over. Accidents havehappened during the circle-to-land because pilots relaxed and did not give themaneuver full attention. Be careful!

Completion StandardsThis lesson is complete when the PT is able to meet the desired outcomes thatare indicated on the Learner Centered Grading sheet for this lesson, identifyany errors or unsafe practices made during the flight, including SRMconsiderations, and understand why those actions were not optimal and whatcorrective action should have been taken.

Note: The Instructor should take every opportunity to take the student intoInstrument Meteorological Conditions (IMC) whenever practical on instrumentlessons beyond this point while being cognizant of icing conditions. IMC time islisted here under the column “Inst Ref Actual.” The syllabus cannot predict howmuch actual time the students eventually receives, so that number will remainzero in the tracking box – however the instructor should keep track of all actualtime. All “Inst Ref Sim” time plus all “Inst Ref Actual” time must eventually equal40 hours to meet Instrument Rating minimum requirements - 61.65(d)(2).

What Do You Think?When you first came out of the clouds, or when your instructor told you totakeoff the view-limiting device, and you first saw the airport, did you feelyourself letting your guard down a bit? It happens to all pilots. We see theairport and we think that the most challenging part of the flight is over becausewe are out of IFR and back in VFR. But as instrument pilots we must guardagainst any letdown. When is it okay for a pilot to let down his/her guard?Probably only after the airplane is tied down or back in the hangar!

Get Ready for Lesson 41Lesson 41 is another block of solo/PIC cross country experience. Utilize theunique feature of the Cirrus Private and Instrument Combination syllabus andshuffle lessons as needed. You and your instructor should work together andplan to complete flights in this block whenever the weather and your schedulepermits – but if on a day when you planned a VFR cross country trip, theweather was not suitable, you could shuffle the lessons and complete Lesson42 instead. In this way, your training will have minimum delays. So, discuss withyour instructor what flight(s) will take place next.


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P/N 19605-001

Cirrus Pilot Training Course: Lesson 41 VFR Cross Country Block

41

Lesson 41: VFR Cross Country Block

Solo Flight Lessons

Lesson Time: 9.0 Flight Training

ObjectiveThe purpose of this lesson is for the student to conduct several solo day VFRcross country flights to build confidence and experience.












Notes to the PTThis lesson is similar to Lesson 39. It will require more than one cross countryflight to complete. Work with your instructor and plan several VFR cross countryflights in different directions from your home airport. Having more than one planready in different directions will save time. If the weather will not allow you to goto one destination, then switch to the other rather than canceling the flight alltogether. Also, if no VFR cross country flights are possible on the day you hadplanned to fly, you can shuffle flight lessons and fly a dual lesson with yourinstructor – Lesson 42 for instance. It may take three different trips, but youneed to acquire approximately 9.0 hours of solo cross country time for thislesson and that should bring your overall total of solo cross country time toapproximately 34 hours. Speak with your instructor about selecting somedestination airports that are not too far away, but ones you have not flown to yet.

P/N 19605-001

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121

122

VFR Cross Country Block Cirrus Pilot Training Course: Lesson 41

41

Completion StandardsThis lesson will be complete when the student is able to meet the desiredoutcomes that are indicated on the Learner Centered Grading sheet for thislesson and safely complete the planned cross country flight. The student’s flightinstructor will conduct a post-flight discussion and review the flight log todetermine the lesson content and ensure objectives have been met.

What Do You Think?After completing this VFR cross country block you will have compiled even moreexperiences that now you can draw from and learn from. Complete thesesentences about the flights you took to complete this lesson:

“The most challenging airspace I ever flew solo in was_______________.”

“It was the most challenging because____________________________.”

Get Ready for Lesson 42You have had some good practice so far in the IFR system – particularly withIFR flight plan management and non-precision approaches. The next lessontakes another step, this time toward precision approaches. Read all about theLocalizer, ILS, LDA, and SDF for next time.


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P/N 19605-001

Cirrus Pilot Training Course: Lesson 42 The Journalist Flight

42

Lesson 42: The Journalist Flight

Dual Flight Lesson


ScenarioYou are a part-time journalist and write a weekly column for your localnewspaper. The governor of your state is giving a policy address today inanother city and you want to fly over and cover the event for the paper. Theweather is IFR with similar conditions at the destination airport.

Scenario ObjectiveThis lesson offers additional exposure to IFR cross country procedures to thePT. The PT will also be introduced to localizer approaches in preparation for ILSapproaches next lesson. More important than the PT’s execution of each taskwill be the aeronautical decision making and risk management behavior theydemonstrate throughout the flight. The flight is meant to be a simple out andback trip to cover a political speech. This flight should help the PT develop abetter understanding of the types of situations they will encounter during IFRcross-countries and the decisions that will need to be made.





• Localizer Approach (LOC, SDF, LDA)

• Straight-in to Land

• Missed Approach

• Personal Minimums — go/no-go decision

Notes to the PTThe Localizer is an electronic navigation aid that is extremely accurate. It isused by itself to provide a non-precision approach or it is used in conjunctionwith an electronic Glide Slope to provide for a precision approach. TheLocalizer, LOC for short, is exactly lined up with the runway’s centerline.Another version of the Localizer is the Localizer-type Directional Aid – LDA. TheLDA is exactly the same as the LOC except it is not exactly lined up with arunway’s centerline. Yet another version is the Simplified Directional Facility –SDF. The SDF is typically aligned with the runway centerline, but it is not quiteas narrow or accurate. Your instructor will find an airport with one of theseapproach types: LOC, LDA, or SDF that is within a reasonable distance. You willfile IFR and get some valuable practice. Your instructor will talk to you about“bracketing” the Localizer. This is a technique that pilots use when flying thisvery sensitive approach so that they do not overcorrect.

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Notes

123

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The Journalist Flight Cirrus Pilot Training Course: Lesson 42

42

Completion StandardsThe PT will have successfully completed this lesson when they can manage theIFR flight plan and practice the Localizer approach without a full-scale needledeflection and when the PT is able to meet the desired outcomes that areindicated on the Learner Centered Grading sheet for this lesson.

What Do You Think?The Localizer approach is four times more sensitive than a traditional VORapproach. This is a good thing because with greater accuracy you can fly closerto the ground while still in the clouds and enjoy lower approach minimums – butthe great sensitivity can cause other problems. Pilots sometimes will “chase” theneedle and end up flying an “S” turn path back and forth across the Localizer.Did you try to stop this by using the bracketing technique? It does require somemental discipline, but it does work.

Get Ready for Lesson 43The next lesson builds on the work that you and your instructor have justcompleted in Lesson 42. Lesson 43 adds the use of an electronic Glide Slopeand turns the LOC approach into an Instrument Landing System – ILSapproach. The ILS is a precision approach. Read about the three types ofinformation that an ILS approach offers the pilot: Guidance Information, RangeInformation, and Visual Information.


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P/N 19605-001

Cirrus Pilot Training Course: Lesson 43 College Recruiting Trip

43

Lesson 43: College Recruiting Trip

Dual Flight Lesson


ScenarioYour daughter is a high school senior and she has a college visitation tripscheduled. The high school allows students three absences to make these tripsand she wants to see the campus of one of the schools on her short list. Youplan to take a day off and fly her on this trip. You want to speak to the school’sfinancial aid officer as well! The weather turns out to be IFR conditions on theday of the flight.

Lesson ObjectivesThis lesson offers more practice in the IFR environment. The PT will beintroduced to Instrument Landing System (ILS) approaches. The student will getexposure to the electronic Glide Slope, ILS marker beacons, precision approachlights and precision runway markings. The PT will see how to transition from theen route phase of flight to the terminal/approach phase using an ILS. As always,it is important that the PT’s displays aeronautical decision making and riskmanagement behavior throughout the flight. The flight is meant to be a simpleout and back trip to cover a college visitation trip. This flight should help the PTdevelop a better understanding of the types of situations they will encounterduring IFR cross-countries and the decisions that will need to be made.





• Instrument Landing System – ILS

• -Guidance Information

• -Range Information

• -Visual Information

• Straight-in to Land

• Missed Approach

• Personal Minimums — go/no-go decision

Notes to the PTBy this time you should be able to manage the IFR Flight Plan without muchhelp or hesitation. Discuss with your instructor about the destination airport andthe ILS to be used. Look over the ILS approach chart in advance and go over allits parts and information. In the last lesson you learned how to stay on a verynarrow course by “bracketing” the Localizer. When flying the ILS you must alsostay on an extremely narrow glide slope course – and the same technique of“bracketing” can be used. Your instructor will also discuss Marker Beacons,Light systems, and precision runway markings.

P/N 19605-001

Notes

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College Recruiting Trip Cirrus Pilot Training Course: Lesson 43

43

Completion StandardsThe PT will have successfully completed this lesson when they are comfortableand confident with all phases of IFR flight plan management, and can fly an ILSapproach without any full-scale needle deflections. This lesson is completewhen the PT is able to meet the desired outcomes that are indicated on theLearner Centered Grading sheet for this lesson.

What Do You Think?Most ILS approaches will allow us to get within 200 feet of the ground before weneed to make the decision whether to continue or perform the missed approach.That 200-foot mark is the minimum for many ILS approaches, but well belowmost pilots’ personal minimums. If you were able to fly IFR by yourself today,what would your personal minimum be for ceiling and visibility? How many ILSapproaches do you think you should practice before working your personalminimum down to 800 feet? To 500 feet? To the ILS minimum of 200 feet?

Get Ready for Lesson 44Lesson 44 is a Strand Check on Instrument Approaches. You should be ready toanswer questions about IFR Flight Plan Management, en route procedures,radio communications, non-precision approaches, precision approaches,straight-in landing, and circle-to-land. Be ready to fly any approach that thecheck instructor calls for.


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Cirrus Pilot Training Course: Lesson 44 Strand Check Flight

44

Lesson 44: Strand Check Flight

Dual Flight Lesson


ScenarioThe Check Instructor will provide a scenario for this lesson so that the PT canbe evaluated on instrument flying skills to this point.

Scenario ObjectiveThe objective of this lesson will be reached when the PT can manage the flightfrom start to finish including all the elements listed below.

Key Elements of the Lesson• IFR cross country planning

• IFR flight plan management – Filing, Receiving the Clearance, andCanceling

• Attitude instrument flying

• Proper use of the autopilot

• En route procedures



• Precision approach

• Landing straight-in

• Circle-to-land

• Missed approach procedure

• Single-pilot resource management

Notes to the PTApproach this flight just like any other. You understand that the purpose of theStrand Check is to have another instructor identify your areas of strength andweakness. If any weak areas are detected, you and your instructor will have theopportunity to focus on those areas so that by the next time you go on a StrandCheck, those areas can be strengths. As always, take everything in this lessonstep-by-step and you will do a great job.

Completion StandardsThe PT will have successfully completed this lesson after all elements havebeen evaluated and are within the tolerances of the most current InstrumentRating, Airplane Practical Test Standards, and meets the desired outcomes thatare indicated on the Learner Centered Grading sheet for this lesson.

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Notes

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Strand Check Flight Cirrus Pilot Training Course: Lesson 44

44

What Do You Think?Flying instrument approaches has been compared to playing tennis. When atennis player starts to get good at the game, it is because they can hit all theshots. They can hit the forehand, the backhand, and play the net. But winning attennis requires more than just hitting the shots – it takes strategy and thought.When pilots get good it is because they can fly all the approaches (like hitting allthe shots). The pilot can handle the GPS, the VOR, and the ILS approach. Butbeing a true instrument pilot requires more than just flying approaches – it takesstrategy and thought. At this point in your training are you an approach pilot or atrue instrument pilot? The scenario-based training you have undertaken hasmade every attempt to make you a true instrument pilot and not just anapproach pilot – but there is still more to learn before you will be a proficientinstrument pilot!

Get Ready for the Final Strand and Lesson 45The next lesson focuses on full-blown IFR flight planning. Much goes intomaking an IFR flight safe so review your IFR en route charts and read aboutholding patterns.

Summary

Note: The instructor should take every opportunity to take the student intoInstrument Meteorological Conditions (IMC) whenever practical on instrumentlessons beyond this point. IMC time is listed here under the column “Inst Ref –Actual.” The syllabus cannot predict how much actual time the studentseventually receives, so that number will remain zero in the tracking box –however the instructor should keep track of all actual time. All “Inst Ref Sim”time plus all “Inst Ref Actual” time must eventually equal 40 hours to meetInstrument Rating minimum requirements - 61.65(d)(2).


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45.0 35.5 7.5 34.0 112 0 0 14.5 3.0 10 47.5 80.5

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P/N 19605-001

Cirrus Pilot Training Course: Lesson 45 IFR Flight Planning and Holding Patterns

45

Strand Five

Lesson 45: IFR Flight Planning and Holding Patterns

Ground Lesson

Lesson Time: 2.0 Ground Training

Lesson ObjectiveIntroduce PT to IFR flight planning.

Key Elements of the Lesson• Full IFR cross country flight planning

• Personal Minimums and go/no-go decisions

• Route selection

• Flight information publications

• Weather considerations

• Altitude selection

• Alternate airport determination

• IFR navigation log

• IFR flight plan (filing and closing)

• IFR en route chart symbology

• IFR instrument approach charts

• Holding patterns, hold entry, and ATC instructions for holds

Notes to the PTThis ground lesson will not have completely new topics for you, but it doesrepresent a transition. From this point forward, you should be able to plan IFRflights in their entirety without further assistance from the instructor. You shouldbe able to state your personal minimums at this point and make clear go/no-godecisions based on those minimums. Ask many questions when it comes to thenew topic of holding patterns. It pays to actually draw diagrams of the racetrackshaped holding patterns.


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Notes

129

130

IFR Flight Planning and Holding Patterns Cirrus Pilot Training Course: Lesson 45

45

What Do You Think?Is a holding pattern just an organized way to waste time? Can you name threesituations that could happen that would trigger the need for a pilot to do aholding pattern?

Get Ready for Lesson 46The ground lesson plan that was completed in Lesson 45 could be used by yourinstructor as the basis for Lesson 46. If that works out, the planning of Lesson45 will be put into action in Lesson 46.


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P/N 19605-001

Cirrus Pilot Training Course: Lesson 46 FAA Safety Seminar

46

Lesson 46: FAA Safety Seminar

Dual Flight Lesson


ScenarioYou plan on attending a nearby FAA Safety Seminar. You had plans to pickup afriend at a nearby airport and then continue onto to the seminar. Your formerinstructor at a distant flight school also wishes to attend the same seminar.Since all of the planes at his school have been rented for the day, he asks you ifhe could tag along and whether you could pick him up at his home field.Although you didn’t plan on this second stop before the seminar, you don’t mindbecause it is on the way. There is a non-precision approach available at the firstairport and a precision approach available at your destination. The weather isIFR with low ceilings at your arrival airport. Since this is a major event, there is achance that many aircraft will be flying in to attend, and you feel more confidenthaving a CFI aboard in case of any holding instructions.

Scenario ObjectiveThis lesson will further develop the PT’s IFR cross country skills. The tempo ofthe flight will be more demanding with the addition of a third leg, and the PT willhave the opportunity to practice holding, non-precision approaches, precisionapproaches, as well as circling and missed approach procedures. It is the intentof this lesson to continue to develop and refine the PT’s understanding andimplementation of SRM. The additional approach at a third airport will providethe PT with more exposure to the procedures associated with transitioning fromthe en route phase of flight to the arrival phase. The pilot workload will alsoincrease, forcing the PT to prioritize and manage the flight better to avoidbecoming task saturated. The PT’s automation management should bediscussed and evaluated to point out any omissions or inefficiencies. After thislesson the PT should demonstrate increased proficiency in all phases of flightand be able to take on more and more of the decision making processes.

Key Elements of the Lesson• IFR flight planning

• IFR flight plan management

• Personal Minimums and the go/no-go decision

• IFR Departure and en route procedures

• Hold patterns and entry




• Straight-in Landing

• Circle-to-Land

• Single-pilot resource management — SRM

Notes to the PTThis flight will be a great opportunity to display your flight skills and IFR systemskills. The key to flying holding patterns and hold entries is in picturing what theyshould look like before you fly one. Use the Cirrus technology to its fullest herein helping you get a mental image of the holding pattern – then just fly into yourpicture. Also, when flying a published hold remember to look at the GPS andsee what it recommends as the best entry as you near the waypoint.

P/N 19605-001

Notes

131

132

FAA Safety Seminar Cirrus Pilot Training Course: Lesson 46

46

Completion StandardsThe PT will have successfully completed this lesson after all the elements of thelesson have been flown to the standard of the most current Instrument Rating –Airplane Practical Test and is able to meet the desired outcomes that areindicated on the Learner Centered Grading sheet for this lesson.

What Do You Think?Can you give an example of how you used the concept of single-pilot resourcemanagement to make this flight more safe and under control?

Get Ready for Lesson 47The next lesson is a ground lesson on aviation weather, but this will be morethan just how to get the current weather and ready the weather products. Thislesson will include how the weather must be used to determine the IFRalternates, if any are required.


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P/N 19605-001

Cirrus Pilot Training Course: Lesson 47 Weather Review and Alternate Airports

47

Lesson 47: Weather Review and Alternate Airports

Ground Lesson


Lesson ObjectiveReview and re-enforce weather reports and concepts.

Key Elements of the Lesson• Aeronautical Information Manual: controlled airspace and cross country

flight

• Weather sources

• FAA Flight Service Station weather briefing

• METARs

• TAFs

• PIREPs

• Wind/temperature aloft

• Area forecast

• Airmet, Sigmet, and Convective Sigmet

• Airport Facilities Directory

• Using the weather information to determine in an IFR alternate is required

• Selecting a suitable alternate

NOTE: Review the weather subjects previously covered. Emphasis shall beplaced on IFR weather information and selecting an alternate airport.

Notes to the PTThe IFR alternate question is really two questions. First you must apply thecurrent weather information with the regulations to determine if an IFR alternateairport is needed to begin with. If an alternate is needed, then you must usecurrent weather information from various airports to determine which airport canbe used as an alternate. To do this you will need information about the types ofinstrument approaches coupled with the weather information to make thecorrect alternate decisions.


P/N 19605-001

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Weather Review and Alternate Airports Cirrus Pilot Training Course: Lesson 47

47

What Do You Think?The decision to select an IFR alternate is sometimes referred to as the 1-2-3rule. Can you give an example of how this rule is applied?

Get Ready for Lesson 48Read and become familiar with the airplane’s electrical system and its variousparts. In flight, especially IFR flight, we depend on the output of electricity topower important equipment, so it pays to understand how it works and what wecan do if there are problems.


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Cirrus Pilot Training Course: Lesson 48 Avionics Repair Station Flight

48

Lesson 48: Avionics Repair Station Flight

Dual Flight Lesson


ScenarioFor some reason, COMM 2 in your new airplane has been causing some minorproblems. You contact the manufacturer and they recommend you fly the aircraftto their contracted avionics repair station in the adjacent state. You decide tofollow their advice and fly the aircraft to the maintenance station. Beforedeparting you test to make sure all the avionics are working prior to takeoff. Atthis time, everything is working fine and you elect to proceed. The weatherconditions however have not cooperated with you and the flight will be in IFRconditions; you select an alternate with a precision approach should it becomerequired.

Scenario ObjectiveThis scenario presents more aeronautical decision making challenges thanprevious flights. One of the objectives of this flight is to increase the PT’s abilityto recognize and react to system malfunctions and use good SRM to managethe situation as safely as possible. Could the possible reason for a radio issuebe an electrical fault somewhere in the system? This scenario will focus on thein-flight loss of the primary alternator. The PT should be able to recognize therisk associated with the loss of the alternator, determine if continuing to thedestination is the best course of action, and understand the system implicationsof losing ALT 1 opposed to ALT 2. All aspects of SRM must be correctly used bythe PT to successfully conclude this flight. More than anything else, this flight isan SRM training mission.

Key Elements of the Lesson• IFR flight planning


• Personal Minimums and the go/no-go decision


• Hold patterns and entry


• Electrical System malfunctions

• Emergency Procedures




• Circle-to-Land


Notes to the PTIn addition to the elements of the flight that you are quite familiar with by now,the instructor will introduce a situation where the airplane’s electrical systemhas a malfunction. The Cirrus is designed with extreme amounts of redundancy,so complete electrical failures are nearly impossible. However, even with a totalloss of electricity, the Cirrus will still fly. Alternator failures are the most commonproblem and understanding how each alternator affects the electrical system isan important aspect of your aircraft system knowledge.

P/N 19605-001

Notes

135

136

Avionics Repair Station Flight Cirrus Pilot Training Course: Lesson 48

48

Electrical problems in-flight can be critical so the pilot’s response to thesesituations must be correct to reduce the potential safety threat. Your instructorwill demonstrate and discuss the options that pilots are left with when theelectrical system malfunctions or fails.

Completion Standards:The PT will have successfully completed this lesson after all the elements of thelesson have been flown to the standard of the most current Instrument Rating –Airplane Practical Test and is able to meet the desired outcomes that areindicated on the Learner Centered Grading sheet for this lesson.

What Do You Think?Losing an alternator in IMC in most general aviation aircraft can be anemergency. After the battery has dissipated its electrical energy you can be leftwith nearly nothing. How is the loss of an alternator different in a Cirrus? Wouldyou treat the loss of alternator one differently than the loss of alternator two? Ifyou lost all electrical power what would you do? Here is a hint: never go into theclouds without asking a weather briefer “where are the nearest VFRconditions?” In an extreme situation would you use CAPS? Discuss some “whatif” situations with your instructor.

Get Ready for Lesson 49Lesson 49 is a VFR cross country block to further build your solo cross countrytime and experiences. Emphasis is placed on flying in congested airspace,advanced radio communications, and longer duration flights.


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P/N 19605-001

Cirrus Pilot Training Course: Lesson 49 Solo/PIC Cross Country Block

49

Lesson 49: Solo/PIC Cross Country Block

Solo Flight Lessons

Lesson Time: Several Flights Adding up to Approximately 8.0 Flight Time

Lesson ObjectiveThe purpose of this lesson is for the student to conduct several solo/PIC dayVFR cross country flights to build confidence and experience.












Notes to the PTThis lesson is similar to previous VFR Cross Country lesson blocks that youhave completed. It will require more than one cross country flight to complete.Work with your instructor and plan several VFR cross country flights in differentdirections from your home airport. Also, if no VFR cross country flights arepossible on the day you had planned to fly, you can shuffle flight lessons and flya dual lesson with your instructor – Lesson 50 for instance. It may take threedifferent trips, but you need to acquire approximately 8.0 hours of solo/PICcross country time for this lesson and that should bring your overall total of solo/PIC cross country time to approximately 42 hours. Speak with your instructorabout selecting some destination airports that are not too far away, but that youhave not flown to yet.

Completion StandardsThis lesson is complete when the PT is able to meet the desired outcomes thatare indicated on the Learner Centered Grading sheet for this lesson and safelycomplete the planned cross country flight. The student’s flight instructor willconduct a post-flight discussion and review the flight log to determine if thelesson content and objectives have been met.

P/N 19605-001

Notes

137

138

Solo/PIC Cross Country Block Cirrus Pilot Training Course: Lesson 49

49

What Do You Think?After completing the VFR cross country flights contained in Lesson 49 you willhave stored up even more and greater experiences. Complete these sentences:

“During these VFR Cross Country flights the experience that was the mostenjoyable was______________________________________________.”

“During these VFR Cross Country flights the experience that was the leastenjoyable was___________________________________.”

Get Ready for Lesson 50It’s all coming together now. Study IFR flight planning and the regulations thatgo with it. Study instrument procedures for departure, en route, holding, arrival,and diversion.


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P/N 19605-001

Cirrus Pilot Training Course: Lesson 50 Daughter’s Spring Break Trip

50
Lesson 50: Daughter’s Spring Break Trip
Dual Flight Lesson


ScenarioYou plan on flying your daughter and her friend to a famous resort town for aspring break trip. You have arranged to pick your daughter’s friend up at anairport approximately 25 miles from your home base. The weather looked like itwould be fair this morning, but the fog that you thought would not be a factor inplanning has been slow to burn off. You elect to conduct the flight IFR anddecide to takeoff because the destination airport is forecast to be aboveapproach minimums at your time of arrival. There is only a non-precisionapproach at the airport where your daughter’s friend is located. Your alternateairport does have an ILS should the fog be too thick to land at your planneddestination. There are some thunderstorms within the vicinity of the resort town.

Scenario ObjectivesThe primary objective of this lesson is to continue developing the PT’s SRMknowledge and decision making skills by presenting him/her with abnormal andemergency situations. These should include loss of communication and loss ofprimary flight instrument indicators. Hypothetical emergencies such as fuelstarvation, icing, and electrical equipment failures could also be discussed and/or demonstrated. It is intended that each situation confronting the PT will requirehim/her to consider all aspects of SRM to successfully resolve. The emphasis isagain on the PT’s ability to manage the flight, not just fly it. At this stage the PTshould be showing much more independence in the decision making process,especially for normal IFR operations. Some help may be required from theinstructor while the PT reacts to the abnormal and emergency situations, butaside from those moments, little guidance should come from the instructor. ThePT should also be demonstrating the ability to integrate the capabilities of anyadvanced automation to reduce pilot workload and gather more information touse in his/her decision making processes.

Key Elements of the Lesson• Personal Minimums and the go/no-go decision

• IFR flight planning



• Loss of Communications

• Electrical System malfunctions





• Circle-to-Land

• Holding Pattern as part of a Missed Approach


Notes to the PTThere will be a lot going on during this lesson – but you have worked your way tothis point with hard work, so you should be ready for it. Emergency procedureswill dominate this lesson but handling emergencies is the true test of a pilot’s

P/N 19605-001

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140

Daughter’s Spring Break Trip Cirrus Pilot Training Course: Lesson 50

50
ability to remain safe regardless of what happens around him/her. Also you havedone holding patterns on the way to another airport; but this lesson incorporatesthe holding pattern into the scenario after a pilot is forced to make a missedapproach.
Completion StandardsThe PT should demonstrate the ability to integrate the capabilities of anyadvanced automation to reduce pilot workload and gather more information touse in his/her decision making processes. Additionally, the PT should be able toidentify any errors or unsafe practices made during the flight, including SRMconsiderations, understand why those actions were not optimal, and whatcorrective action should have been taken. This lesson is complete when the PTis able to meet the desired outcomes that are indicated on the Learner CenteredGrading sheet for this lesson.

What Do You Think?Which presents the greatest challenge and why: A non-precision approach witha crosswind, a high MDA, and a Circle-to-Land maneuver at the end, or amissed approach followed by a holding pattern? What decisions face the pilot ineach situation?

Get Ready for Lesson 51The last VFR cross country block. The aviation regulations of part 61 requireyou to have at least 50 hours of solo/PIC cross country time (flights with greaterthan 50 nm legs) in order to be eligible for the Instrument Rating – AirplanePractical Test. After Lesson 51 is complete we will want to turn our attention tothe final lessons of the syllabus, so make sure you complete Lesson 51 with atleast 50 hours of Solo/PIC cross country time!


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Cirrus Pilot Training Course: Lesson 51 Final VFR Cross Country Block

51
Lesson 51: Final VFR Cross Country Block
Solo Flight Lessons

Lesson Time: Several Flights that add up to Approximately 8.0 Flight Time

Scenario ObjectiveThe purpose of this lesson is for the student to conduct several solo day VFRcross country flights to build confidence and experience.












Notes to the PTThis lesson is similar to previous VFR cross country lesson blocks that you havecompleted before but this is the final one. As before it will need more than onecross country flight to complete. If no VFR cross country flights are possible onthe day you had planned to fly, you can shuffle flight lessons and fly a duallesson with your instructor – Lesson 52 for instance. It may take three differenttrips, but you need to acquire approximately 8.0 hours of solo cross country timefor this lesson and that should bring your overall total of solo cross country timeto at, or more than, 50 hours.

Completion StandardsThis lesson is complete when the PT is able to meet the desired outcomes thatare indicated on the Learner Centered Grading sheet for this lesson and safelycomplete the planned cross country flight. The student’s flight instructor willconduct a post-flight discussion and review the flight log to determine that thelesson content and objectives have been met.

P/N 19605-001

Notes

141

142

Final VFR Cross Country Block Cirrus Pilot Training Course: Lesson 51

51

What Do You Think?You have now completed all the VFR cross country requirements, but you havealso completed many IFR flights to different destinations. You can see now theadditional utility that IFR brings to your flying. Can you think of some ways thatyou will use your airplane in IFR that would not be possible in VFR alone?

Get Ready for Lesson 52Read about Distance Measuring Equipment (DME) arcs and how to fly them.DME arcs are used in many ways by air traffic controllers to set up otherinstrument approaches and smooth the flow of air traffic.


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Cirrus Pilot Training Course: Lesson 52 Pick Up Business Equipment

52

Lesson 52: Pick Up Business Equipment

Dual Flight Lesson


ScenarioYour company needs to pick up some business equipment from two separatetowns and return it to the company by the end of the day. You decide thatinstead of spending the entire day driving, and possibly missing your dinnerengagements with your spouse, you would rather pilot your own plane toaccomplish the task. You decide that this may be a good opportunity to test thenewly replaced avionics system and battery that was recently installed. Youarrange with the other factory representatives involved to meet you at the localairports so that you may retrieve the equipment and return home. The weatherhas been IFR all day with periods of light rain.

Scenario ObjectivesThe emphasis in this flight is the PT’s use of automation during cross countryoperations and the simulation of lost communications procedures. The PTshould show a thorough knowledge of the automation features equipped in theairplane and be able to use them in a manner that helps to reduce pilotworkload and increase the safety and efficiency of the flight. The PT should beable to navigate using both victor airways and via off airways routes.Additionally, the PT should demonstrate increased proficiency performing DMEarcs and approach procedures. If radio communications are lost, the PT shouldbe able to describe to the instructor the steps to take to troubleshoot theproblem and what actions will be required of him/her according to the companyprocedures, manufacturer recommendations, and federal aviation regulations.The PT should demonstrate an adequate level of knowledge of lostcommunications procedures and be able to apply good SRM to alleviateworkload, gather pertinent flight information, and decide on the appropriatecourse of action for each hypothetical situation presented to him/her by theinstructor.





• DME Arc






• Circle-to-Land


Notes to the PTThe emphasis in this flight is for you to use automation during cross countryoperations and to simulate lost communications. The DME arc will also bedemonstrated.

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Completion StandardsThe PT will have successfully completed this lesson after demonstrating theability to navigate using both victor airways and via off airways routes.Additionally, the PT should demonstrate increased proficiency performing DMEarcs and approach procedures and is able to meet the desired outcomes thatare indicated on the Learner Centered Grading sheet for this lesson.

What Do You Think?If for some reason your radio transceivers were to fail, (which would beextremely difficult to do with the redundancy Cirrus has engineered) can youthink of some other ways to communicate with air traffic control? Could you useyour VOR as a link to a Flight Service Station? The FSS does not control traffic,but they can call someone who does! What about just calling 1-800-WX-BRIEFand talking to FSS on your cell phone? Calling from a cell phone in-flight isagainst the rules – but this is the first rule you would throw out in an emergency!Where should you put your cell phone when you are flying?

Get Ready for Lesson 53Lesson 53 is a time to access all IFR topics so far and to ensure that the studentis on the path that will meet all the applicable regulations by the conclusion ofthe syllabus. On the next flight(s) you will also learn how to fly the airplanesafely without the full panel of instruments.


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Cirrus Pilot Training Course: Lesson 53 Instructor Guided Scenarios

53

Lesson 53: Instructor Guided Scenarios

Dual Flight Lesson

Lesson Time: See Note Below

ScenarioThe instructor will assign the scenario for these flights or FTD lessons. Eachlesson must be in the IFR environment with the PT managing all aspects of theIFR flight. The instructor will introduce flight with less than a full panel (partialpanel) of flight instruments and/or screens.

Scenario ObjectivesThe PT should be able to manage an IFR flight from start to finish withoutassistance from the instructor. The instructor will introduce into the flight(s)various unusual and emergency situations, including focus on the loss of thePFD and MFD (or their round dial counterpart if equipped).





• Flight with the partial or full loss of the electronic flight deck

• DME Arc






• Circle-to-Land


Notes to the PTHave you heard the expression, “he threw everything at me but the kitchensink!”? Well that is what this flight(s) will be like. It will be an exercise in keepingyour cool and managing a crisis. By now you must think that flying an airplanewhen everything is working perfectly is easy – and you would be right. When allis working great, the pilot’s job is fun and easy, but we must be ready for wheneverything but the kitchen sink hits us too!

Completion StandardsThe PT will have successfully completed this lesson when they can display athorough knowledge of the automation features equipped in the airplane and beable to use them in a manner that helps to reduce pilot workload and increasethe safety and efficiency of the flight especially when faced with malfunctioninginstruments and equipment. This lesson is complete when the PT is able tomeet the desired outcomes that are indicated on the Learner Centered Gradingsheet for this lesson and can identify any errors or unsafe practices made duringthe flight, including SRM considerations, understand why those actions were notoptimal, and what corrective action should have been taken.

P/N 19605-001

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Instructor Guided Scenarios Cirrus Pilot Training Course: Lesson 53

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Note: See the discussion at the beginning of this lesson to explain the asterisk(*). All or part of these hours could be accomplished in an approved FTD, ifavailable. If no FTD is available or desired, then these times are all in theairplane.

What Do You Think?Which is the greater challenge? Flying an ILS to minimums in a strong crosswind or flying any approach or instrument procedure with the Loss of the PFD?

Get Ready for Lesson 54Be ready to handle IFR emergencies of different types. It’s best to prepare forthe next lesson by asking yourself, your instructor, or other pilots some “what if”questions that pertain to system malfunctions and emergencies.


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Cirrus Pilot Training Course: Lesson 54 The Real Estate Class

54

Lesson 54: The Real Estate Class

Dual Flight Lesson


ScenarioYou teach a class in real estate at a community college. You met with yourstudents once per week to prepare them to take the Real Estate Certificateexam. You don’t make a lot of money teaching this class, but you really like thestudents and they have come to depend on you. The class is taught about 50miles away and usually you drive over and back once a week to meet the class.This week however, you had your own late afternoon real estate closing toattend. Your plan is to leave the closing and fly to the class. You call one of yourstudents to pick you up at the airport. As it turns out, half the class turns out topick you up and to see your new airplane – they are really excited about gettingtheir Real Estate License after seeing what you flew in on!

Scenario ObjectivesThe emphasis in this flight is the PT’s use of automation during cross countryoperations and the simulation of emergency situations. The PT shoulddemonstrate an adequate level of knowledge of emergency procedures and beable to apply good SRM to alleviate workload, gather pertinent flightinformation, and decide on the appropriate course of action for eachhypothetical situation presented to them by the instructor.





• Flight with the partial or full loss of the electronic flight deck

• DME Arc



• Non-precisions approach



• Circle-to-Land


Notes to the PTThis lesson involves additional practice dealing with potential emergencysituations. Go about the business of preparing for the flight as usual, but beready to handle just about any approach, any hold, and/or any emergency.

Completion StandardsThe PT will have successfully completed this lesson when potentially dangeroussituations are handled with expertise and the safety of the flight is never indoubt. This lesson is complete when the PT is able to meet the desiredoutcomes that are indicated on the Learner Centered Grading sheet for thislesson.

P/N 19605-001

Notes

147

148

The Real Estate Class Cirrus Pilot Training Course: Lesson 54

54

What Do You Think?What do you do if you find yourself at an airport that has no direct radio link toATC, but you need to receive an IFR clearance? The answer depends on theweather. If you can takeoff and climb in VFR conditions to an altitude highenough to get radio reception you could get the IFR clearance in the air. Butwhat if the ceiling and visibility are so low that you can’t takeoff in VFRconditions? In that case you would be in the proverbial “catch 22.” You can’t gointo the clouds without an IFR clearance, but in this situation you can’t get theIFR clearance without getting high enough to make radio contact. Yet you can’tget that high because of the clouds. Are you trapped? No, you would use what iscalled a Clearance Void Time. Talk to your instructor about how it’s done, buthere is a tip: use your cell phone.

Get Ready for Lesson 55Your experience to this point now allows you to plan, and fly an IFR crosscountry from start to finish with little or no assistance from your instructor.Discuss with your instructor the airport that will be the destination on the nextflight and get as much planning done as early as possible.


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Cirrus Pilot Training Course: Lesson 55 The Party

55

Lesson 55: The Party

Dual Flight Lesson


ScenarioYour father lives about 150 miles away in another city. He is retiring from thecompany where he has worked for over 35 years. The company president calledyou to say that the company is planning a surprise party for your father on hislast day and invited you and your family over for the celebration. You can’t missthis event – it will mean a great deal to your father when he sees you at the party– but there simply is not enough time to drive. You plan to fly over to the partyalthough the weather forecast is for low IFR conditions on the day of the event.

Scenario ObjectiveThe emphasis in this flight is the PT’s decision making. There would be a lot orpressure to land at the proper airport at the proper time for this event. The PTmust deal with these pressures, utilize IFR skills and make safe decision tomeet the challenges of this trip.



• Alternate Airport Selection




• Non-precisions approach



• Circle-to-Land


Notes to the PTThis is a long lesson due to the distance that must be traveled and the weatherthey you must contend with. Your preparation of the IFR flight plan needs to bemeticulous – as always – but the stakes are high this time. You may need tocome up with creative solutions to meet the objectives of this flight. Rememberthat the objective of this lesson is to meet challenges for training purposes. Inthe real world, when challenges arise that are outside your envelope of comfortor outside your personal minimums, a no-go decision is the only decision.

Completion StandardsThe PT will have successfully completed this lesson by utilizing all skills andknowledge that have been taught up to this point and to think creatively toachieve safe solutions. This lesson is complete when the PT is able to meet thedesired outcomes that are indicated on the Learner Centered Grading sheet forthis lesson.

P/N 19605-001

Notes

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150

The Party Cirrus Pilot Training Course: Lesson 55

55

What Do You Think?Flying in Instrument Meteorological Conditions (IMC) requires that theinstrument rated pilot file an IFR flight plan and receive an IFR clearance whenthe flight takes place in controlled airspace. This brings up an interestingquestion: does that mean that it is legal to fly in IMC without having filed an IFRflight plan and without getting an IFR clearance as long as I don’t fly incontrolled airspace? Yes. This seems like a loophole in the regulations, but it’strue “controlled” airspace means airspace that is under the jurisdiction of an airtraffic controller.

In IMC, controllers can only separate aircraft they are working with by virtue ofthe aircraft’s IFR clearance. Of course, in most cases it would be foolish to tryand fly in the clouds only in uncontrolled airspace. For most of the country,uncontrolled airspace is down low where terrain and obstructions would makeflying in the blind extremely dangerous. This is another example of when pilotjudgment must be used. It may be technically legal to fly in IMC close to theground in uncontrolled airspace, but it is certainly not safe. What does yourjudgment tell you?

Get Ready for Lesson 56Lesson 56 is the longest and potentially most challenging lesson of your entiretraining. Work with your instructor in the days leading up to this flight so that youcan accomplish as much planning ahead of time as is possible. Here is theregulation that Lesson 56 will satisfy: Aeronautical experience. A person whoapplies for an instrument rating must have logged the following: (iii) For aninstrument-airplane rating, instrument training on cross country flightprocedures specific to airplanes that includes at least one cross country flight inan airplane that is performed under IFR, and consists of:

1. A distance of at least 250 nautical miles along airways or ATC-directedrouting

2. An instrument approach at each airport

3. Three different kinds of approaches with the use of navigation systems


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Cirrus Pilot Training Course: Lesson 56 The BCS game

56

Lesson 56: The BCS game

Dual Flight Lesson


ScenarioThe day of the big game has arrived. You and two friends are headed to seeyour alma mater play in its first Bowl Championship Series (BCS) game. Youplanned your flight last night and although there is a front passing, it’s notanticipated to bring a lot of severe weather with it. Because you’ve got a bit ofbaggage and your two friends aren’t exactly small people, you’ve decided tocarry just enough fuel to meet the IFR minimums. Because of this you will berequired to make a fuel stop on the way to the game.

Scenario ObjectivesThe objective of this lesson is to meet the requirement of FAR 61.65(d)(iii). Thecross country planned must be at least 250 nautical miles in distance alongairways or ATC-directed routing and should include an instrument approach atthree different airports using three different navigation systems. The PT will alsobe expected to show proficiency in planning and executing the cross country,using all resources at their disposal.






• Navigation on and off airways





• Circle-to-Lan

• Single-pilot resource management — SRM.

Notes to the PTThis lesson is sometimes called the “long” IFR cross country because it meetsthe requirements of 61.65(d)(2)(iii). The flight must be at least 250 nautical milesin total (round-trip) distance, but it also must be a triangle course. You and yourinstructor must fly an instrument approach at each airport in the triangle and theinstrument approaches must all be different (ILS, GPS, VOR, etc). You mustalso navigate on-and off-victor airways and use proper radio communicationtechniques. Pack a lunch.

Completion StandardsThis lesson is complete when the PT is able to meet the desired outcomes thatare indicated on the Learner Centered Grading sheet for this lesson andaccurately complete IFR cross country plans. The completed cross countrymust be at least 250 nautical miles in distance along airways or ATC-directedrouting and should include an instrument approach at three different airportsusing three different navigation systems. Additionally, the PT should be able toidentify any errors or unsafe practices made during the flight, including SRM

P/N 19605-001

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152

The BCS game Cirrus Pilot Training Course: Lesson 56

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considerations, and understand why those actions were not optimal and whatcorrective action should have been taken.

What Do You Think?The BCS game would probably have been played in a city large enough to havehad multiple instrument approaches to its airport. When you have multipleinstrument approaches that come in from all directions you would seldom landwithout favoring wind. If one runway had a strong crosswind, the airport wouldswitch to another runway and start instrument approaches to the runway withmore of a headwind for landing. But what about smaller airports where there isonly a single instrument approach? In those cases you have no choice but touse the only approach available, even if that meant flying with a tailwind duringthe approach.

Flying the approach with a tailwind usually means ending the approach with acircle-to-land maneuver. But since the circle-to-land maneuvers require you tofly around the airport and line up with the runway on the other end, the MDA ishigher. What if you found yourself in a situation where the circling MDA was stillin the clouds, while the straight-in MDA was just below the clouds? In that caseyour choices would be to make a missed approach and probably have toproceed to the alternate airport, or make a straight-in landing with a tailwind. Ofcourse, there is an amount of wind that would make the tailwind landing unsafe– but with your instructor you should try a downwind landing sometime. Keep inmind the aircraft limitation prohibiting a landing with a tailwind greater than 10kts. The downwind landing might be less hazardous than making a missedapproach back into icing conditions! Think about what you would do and whatyour personal minimums for a tailwind landing would be.

Get Ready for Lesson 57Wow, you have come a long way and worked extremely hard – but you are onthe threshold of accomplishment. The next lesson is the last flight in preparationto complete the entire course!


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Cirrus Pilot Training Course: Lesson 57 The Family Reunion

57

Lesson 57: The Family Reunion

Dual Flight Lesson


ScenarioYou plan on flying your parents to a family reunion approximately 75 miles fromyour home base. Your mother has always been a nervous flyer and also hassome flu-like symptoms. Since you had planned on flying them for the last fewweeks, they decided not to drive. Their attendance is critical as the reunion is intheir honor and now it will be too late to make it by automobile. The weather hasbeen IFR all day with thunderstorms approaching your destination airport.These storms are forecasted to not be a factor upon your arrival. Your planwould be to attend the reunion and get your parents back home before nightfall.

Scenario ObjectivesThis lesson will force the PT to consider an unplanned diversion while en route.It is the intent of this scenario to evaluate the PT’s ability to utilize all resourcesat his/her disposal while he/she applies sound SRM practices in the cockpit toformulate an alternate plan of action to accomplish the new mission. In addition,the PT should focus on prioritizing the tasks associated with safely conductinginstrument approaches, departure procedures, and arrival procedures. Duringthis lesson the PT should be able to perform tasks associated with little or noassistance from the instructor.




• IFR Flight Plan management


• Navigation on and off airways





• Circle-to-Land


Notes to the PTIn addition to the pressures that can arise from unusual circumstances in flight(loss of communications, loss of flight instruments or screens, electrical systemmalfunctions, etc) pilots also have to deal with “passenger pressures.”Passengers can push you to get them where they need to go even when youdon’t think it is wise or safe. Passengers also have issues in flight – they feelsick, they need to go to the bathroom, they are nervous – and all of these factorscan add to your pressure. Ultimately it’s the pilot’s job to set all these factorsaside and do what is best and safest for the flight. This lesson will give yousome practice with passenger pressures!

P/N 19605-001

Notes

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154

The Family Reunion Cirrus Pilot Training Course: Lesson 57

57

Completion StandardsThe PT should be able to prioritize the tasks necessary to accomplish this andsmoothly coordinate his/her actions in the safest and most efficient waypossible. In addition, the PT should be able to perform all tasks associated withdeparture, en route, and arrival procedures and require little to no assistancefrom the instructor. This lesson is complete when the PT is able to meet thedesired outcomes that are indicated on the Learner Centered Grading sheet forthis lesson.

What Do You Think?Back on Lesson 30 you learned about the boundary line between uncontrolledairspace (Class G) and controlled airspace (Class E). You also know that it isonly in controlled airspace (Class E, D, C, B, or A) where flying in IMC requiresan IFR clearance. Put these two knowledge areas together to figure what youwould do in this situation: You are at an airport that does not have controlledairspace at the surface. In other words the surface of the airport is in Class Gairspace. You get a “Void Time” clearance that says: “ATC Clears Cirrus 1234Aas filed. Climb and maintain 5,000 feet.

Enter controlled airspace on a heading of 090 degree. Clearance is void if notoff by 45 minutes past the hour, the time now is 35 minutes past the hour.” Therunway you will takeoff from is Runway 32. This means you will have to takeoffon an approximate heading of 320 degrees, but then make a low altitude turn to090 degrees before climbing into the overlying controlled airspace. At what MSLaltitude must you stay below while making the turn? To answer the question getout your Sectional Chart and select an airport that has Class G airspace at thesurface (the majority of airports fit into this category). Assume that the airportyou select is the airport you are departing from. Use your airspace knowledge tocalculate the MSL altitude of the boundary between Class G and Class Eairspace over that airport. That boundary is the MSL altitude that you must staybelow while making the turn. In areas of mountainous terrain, could thisclearance from ATC be hazardous to you?

Get Ready for Lesson 58Get out your material and refresh your memory on all Private Pilot/VFR topicareas.


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P/N 19605-001

Cirrus Pilot Training Course: Lesson 58 Private Pilot Knowledge Review

58

Lesson 58: Private Pilot Knowledge Review

Ground Lesson

Lesson Time: 2.0 Hours

ObjectiveAn end of course review of Private pilot knowledge areas.

Key Elements of the Lesson• Private pilot knowledge review

• Certificates and documents

• Weather information

• Cross country flight planning

• Performance and limitations

• Operation of systems

• Minimum equipment list

• Aero medical factors

• Pre-flight inspection

• Cockpit management

• Engine starting

• Taxiing

• Before takeoff checks

• ATC light signals

• Traffic patterns

• Airport runway markings and lighting

• Radio communications / navigation

• Systems, facilities and radar services

• Normal and crosswind takeoff and climb

• Normal and crosswind approach and land

• Soft field takeoff and climb

• Soft field approach and landing

• Short field takeoff and climb

• Short field approach and landing

• Forward slip to land

• Go-around

• After landing procedures

• Parking and securing procedures

• Steep turns

• Slow flight

• Power-off stalls

• Power-on stalls

• Spin awareness

• Ground reference maneuvers

• Straight and level flight

• Turns to headings

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Private Pilot Knowledge Review Cirrus Pilot Training Course: Lesson 58

58

• Constant airspeed climbs and descents

• Recovery from unusual flight attitudes

• Pilotage and dead reckoning

• Navigation systems and radio services

• Systems and equipment malfunctions

• Emergency equipment and survival gear

• Emergency descent

• Emergency approach and landing

• diversion

• Lost procedures

• Night flight

• Night preparation

Notes to the PTThe Cirrus Combination Private Pilot/Instrument Rating syllabus is a blend ofVFR and IFR curriculum – but this lesson is designed to refresh your memoryand give you the opportunity to discuss the private pilot and/or VFR portion ofthe course.


What Do You Think?There was probably a gap of time between the day you completed Lesson 58and the last time you seriously studied the Private Pilot or VFR material. Whatthree topic areas from Lesson 58 did you have the most problem remembering?

Get Ready for Lesson 59Get a copy of the most current Private Pilot Practical Test – this is the curriculumfor the next lesson.


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P/N 19605-001

Cirrus Pilot Training Course: Lesson 59 Private Pilot Skills Review

59

Lesson 59: Private Pilot Skills Review

Dual Flight Lesson

Lesson Time: 2.0 hours / 1.0 Ground Training

ScenarioYou have a friend that is also a pilot. He is interested in getting an airplane likeyours, so he asks you to take him flying and show him the features of yourairplane. He wants to see how the airplane performs and maneuvers – he wantsyou to really put the airplane through its paces so he can decide what he thinks.

Scenario ObjectiveThe objective of this flight is to demonstrate all the Private Pilot / VFRmaneuvers that are listed in the current edition of the Private Pilot Practical TestStandard.

Key Elements of the LessonAll topics, procedures and maneuvers outlines in the current edition of thePrivate Pilot Practical Test Standard.

Notes to the PTThe practical test that is in your future will be in two parts. The regulations saythat in order to be eligible for the Instrument Rating – Airplane Practical Test, apilot first must hold the Private Pilot Certificate. This lesson is the “mock” flighttest that will be required to pass the private pilot part. You will need to be readyfor any topic, procedure, or maneuver that is in the current edition of the PrivatePilot Practical Test Standard.

Scenario Completion StandardsThis lesson is complete when the PT can perform all procedures andmaneuvers to the standard indicated in the current edition of the Private PilotPractical Test Standard and be able to meet the desired outcomes that areindicated on the Learner Centered Grading sheet for this lesson.

What Do You Think?List three random maneuvers that are included in the Private Pilot Practical Test.After you make your list, give an example of how the skills required to performthe maneuver correctly can translate to “real world” flight operations.

Get Ready for Lesson 60The next lesson is a Strand Check with another instructor covering all privatepilot and VFR topic areas, procedures, and maneuvers.


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Private Pilot Skills Review Cirrus Pilot Training Course: Lesson 59

59

P/N 19605-001

Cirrus Pilot Training Course: Lesson 60 Practical Test Review Flight

60

Lesson 60: Practical Test Review Flight

Dual Flight Lesson

Lesson Time: 1.5 Flight Training / 1.0 Ground Training

ScenarioThis lesson is a review lesson. Therefore, all scenarios incorporated on thislesson will be assigned by your check instructor.

Scenario ObjectiveThe purpose of this lesson is to evaluate the student’s ability to performmaneuvers and procedures at the Private Pilot level.

Key Elements of the LessonAll topics, procedures and maneuvers outlines in the current edition of thePrivate Pilot Practical Test Standard.

Notes to the PTThis lesson is the “dry run” for the actual practical test. This lesson should helpyou identify strengths and weaknesses in your knowledge and performance ofthe private pilot curriculum. Areas that are identified as weaknesses can becorrected before the actual flight test.

Completion StandardsThis lesson is complete when the PT is able to meet the desired outcomes thatare indicated on the Learner Centered Grading sheet for this lesson andperform the designated maneuvers and procedures in accordance with thecurrent FAA Private Pilot Practical Test Standards.

What Do You Think?Which topics, procedures, or maneuvers from the Private Pilot Practical Testpresented the greatest challenge to you? These should be where you start yourstudying for the actual practical test!

Get Ready For Lesson 61Lesson 61 is an oral exam review over the instrument rating curriculum material.


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Practical Test Review Flight Cirrus Pilot Training Course: Lesson 60

60

P/N 19605-001

Cirrus Pilot Training Course: Lesson 61 IFR Knowledge Review

61

Lesson 61: IFR Knowledge Review

Ground Lesson


ObjectiveAn end-of-course review of instrument pilot knowledge areas.

Key Elements of the Lesson• Instrument Pilot Knowledge Review

• Weather information

• Cross country flight planning

• Operation of systems related to IFR

• Aircraft flight instruments and navigation

• Instrument cockpit checks

• Recovery from unusual flight attitudes

• ATC clearances

• Compliance with departure, en route and arrival procedures andclearances

• Holding procedures

• Straight and level flight

• Change of airspeed

• Constant airspeed climbs and descents

• Rate climbs and descent

• Timed turns to magnetic headings

• Steep turns

• Intercepting and tracking VOR radials

• VOR instrument approach procedures

• ILS approach procedures

• GPS approach procedures

• Missed approach procedures

• Circling approach procedures

• Landing from straight in or circling approach

• Loss of communications

• Loss of attitude gyro and/or heading indicators

• Post-flight instrument and equipment checks

Notes to the PTThe second part of the Practical Test will be over the instrument rating –airplane knowledge areas. You will need to be ready for any topic, procedure, ormaneuver that is in the current edition of the Instrument Rating - AirplanePractical Test Standard.

Completion StandardsThe PT will demonstrate satisfactory knowledge of lesson content andachievement of lesson objectives by active participation in discussion and bycorrectly answering instructor’s questions on lesson content. This lesson is

P/N 19605-001

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IFR Knowledge Review Cirrus Pilot Training Course: Lesson 61

61

complete when the PT is able to meet the desired outcomes that are indicatedon the Learner Centered Grading sheet for this lesson.

What Do You Think?Many pilots have said that when they learned to fly in a Technically AdvancedAircraft like the Cirrus, that VFR and IFR seemed to blend together. They knewthat to get the full benefit of the Cirrus they must fly both VFR and IFR, so it wasbest to combine the two in the training. Do you agree?

Get Ready for Lesson 62You made it! The next lesson is the last of the entire course and the last beforethe day you take your oral and flight tests to become a Cirrus Private Pilot withInstrument Rating! Get a copy of the current edition of the Instrument Rating -Airplane Practical Test Standard to prepare, read, and study!


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Cirrus Pilot Training Course: Lesson 62 Final Flight Test Review

62

Lesson 62: Final Flight Test Review

Dual Flight Lesson

Lesson Time: 2.0 Flight training, 1.0 Instrument / 1.0 Ground Training

ScenarioThis is a review flight before the end-of-course check ride. All scenarios for thisflight should be tailored to the student’s individual needs and work should bedone on areas needing special assistance or review. This should be a flight withthree legs.

Scenario ObjectiveThe objective of this lesson is to determine that the student is thoroughlyprepared for the end-of-course checkride and that they meet Instrument RatingPractical Test Standards for each maneuver performed.

Key Elements of the Lesson• Single-pilot resource management

• Risk Management

• Decision Making

• All topics, procedures and maneuvers contained within the current editionof the Instrument Rating - Airplane Practical Test Standard

Notes to the PTThis is the practice run for the final test of the course. This lesson will be givenby a check instructor or another instructor other than your own. This lessonprepares for the actual practical test which will be given by a Designated PilotExaminer. Use this lesson to identify strengths and weaknesses. If any topics,procedures, or maneuvers are determined to be weak, then use this lesson toimprove in those areas so that ultimately every area is at or above the standardfor the current edition of the Instrument Rating - Airplane Practical Test.

Completion StandardsThe student must demonstrate that they meet the acceptable standards ofknowledge and skill of each task within the Instrument Rating – AirplanePractical Test Standards and is able to meet the desired outcomes that areindicated on the Learner Centered Grading sheet for this lesson.

What Do You Think?The Practical Tests that you will take now will be less challenging than thetraining you have completed in this syllabus. The standards and expectations ofthe Cirrus Combination Private and Instrument Course are higher than those of


DualSolo PIC

X-Country Day Ldgs

FTDInst Ref

NightNight Ldgs

Grd Trng


Planned 2.0 3 1.0 1.0 2.0

ThisLesson

PreviousLesson

New Total

Planned Total

80.5 51.5 15.0 50.0 193 10.0* 40.7 3.0 10 67.5 132.0

P/N 19605-001

Notes

163

164

Final Flight Test Review Cirrus Pilot Training Course: Lesson 62

62

the FAA. Go to these tests with confidence. There is nothing that will be onthese tests that you have not already dealt with, thought about, andaccomplished before. You are already a Cirrus pilot; the practical test is nothingmore than verification and paperwork. Congratulations!

Next Flight• Private Pilot Practical Test

• Instrument Rating Practical Test

Summary

End-Of-Course Regulations ChecklistTo meet Private Pilot requirements:

• 40 hours of flight instruction time

• 20 hours with an instructor

• 10 hours solo/PIC

• Three (3.0) hours dual cross country

• Three (3.0) hours at night with one 100 mile round trip and 10 takeoff andlandings full stop

• Three (3.0) hours instrument time

• Three (3.0) hours within 60 preparing for the test

• 10 hours of solo time, including 5.0 hours solo cross country. One of thesolo cross country flights must be a triangle course of 150 nm long andeach leg at least 50 nm

• Three (3) solo landings at an airport with an operating control tower

To meet Instrument Rating – Airplane requirements:

• 50 hours of solo/PIC cross country time

• 40 hours of actual or simulated instrument time, of which 20 could be inan FTD

• 15 hours of instrument instruction from a Certified Instrument FlightInstructor: (CFII)

• One (1) instrument cross country that is a triangle course including 250nm total distance. An instrument approach must be made at each pointand each instrument approach must have different approach systems

• Three (3) hours within the past 60 day preparing for the test

FLIGHT / GROUND TIME RECORD Course Summary

DualSolo PIC

X-Country Day Ldgs

FTDInst Ref

NightNight Ldgs

Grd Trng


Planned Strand 5

35.5 16.0 7.5 16.0 81 10.0* 0 26.2 0 0 20.0 51.5

Actual Strand 5

Actual Strand 1-4

Actual Total

Planned Total

80.5 51.5 15.0 50.0 193 10.0* 0 40.7 3.0 10 67.5 132.0

Notes

P/N 19605-001

Cirrus Pilot Training Course: Appendix A Learner Centered Grading Sheets

Appendix A: Learner Centered Grading Sheets

Appendix A contains all Learner Centered Grading (LCG) sheets. After each lesson, two copies of the applicableLCG should be made and the instructor and student should each fill the sheets out. The grading sheets shouldthen be compared and those areas where the instructor’s grade and the student's grades differ should be reviewed.In this way the student helps guide the instructor to discuss the items where he/she needs the most help. Each itemfrom the lesson has a “desired outcome” that will keep the student on pace. The grades used are also different.This program doesn’t use grades like A, B, C, D, and F or a numbering system like 1, 2, 3, 4 and 5. Nor does it useSatisfactory or Unsatisfactory. Instead the program employs the descriptors: Describe, Explain, Practice, Perform,and Manage/Decide. See the section on Desired Outcomes in the Frontmatter of this publication for additionalinformation on the descriptors.

P/N 19605-001 165


A1
Cirrus Private Instrument CourseStrand 1 - Lesson 1Ground LessonGetting Started
Desired Outcome

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Cirrus Private and Instrument Course

Understands the FITS Scenario-based Training Concept and Learner Centered Grading

DESCRIBE

Understands the Concept of Student Led Training DESCRIBE

Understands the Concept of Learner Centered Grading DESCRIBE

Understands the Completion Standards for the Course DESCRIBE

Private Pilot Airplane Practical Test Standards

Understands the Role that the Practical Test Standards Have in Training DESCRIBE

Understands the Use of the Practical Test Standards Through the Application of Certification Scenarios

DESCRIBE

Privileges of an FAA Private Pilot with Instrument Rating DESCRIBE

Safety Policies and Procedures

Understands the Role that the Safety Policies and Procedures Have in Training DESCRIBE

Properly Applies the Policies and Procedures Through Discussions that Include Scenarios that May Occur in Actual Instrument Flight Training

DESCRIBE

Introduction to Flight Training

The Instructor and Student Relationship DESCRIBE

The Role of the FAA DESCRIBE

Study Material DESCRIBE

Study Habits DESCRIBE

The Importance of Safety Awareness (Ground and Flight) DESCRIBE

General Health DESCRIBE

Single-pilot Resource Management DESCRIBE

The Cirrus Airplane Automation

The PFD And MFD DESCRIBE

Flight Planning DESCRIBE

Automation Terminology DESCRIBE

Symbology DESCRIBE

Data Card DESCRIBE

P/N 19605-001 167


A2
Cirrus Private Instrument CourseStrand 1 - Lesson 2Dual Flight LessonIntroduction to the Airplane And Fundamentals of Flight
Desired Outcome

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rved

Pre-flight Discussion

Discuss Lesson Objective and Completion Standards DESCRIBE

Normal Checklist Procedures DESCRIBE

The Four Fundamentals: Climbs, Turns, Descents and Straight and Level DESCRIBE

The Scenario of today’s lesson DESCRIBE

Introduction

Cockpit familiarization DESCRIBE

PFD and MFD DESCRIBE

Avionics DESCRIBE

Flight and Engine Controls DESCRIBE

Use of Checklist DESCRIBE

Engine Start and Warm-up DESCRIBE

Taxiing and Ground Operations DESRIBE

Normal Takeoff and Climb DESCRIBE

The Four Fundamentals DESCRIBE

Navigating to the Baseball Game DESCRIBE

Airport Traffic Pattern DESCRIBE

Normal Runway Approach and Landing DESCRIBE

After Landing Procedures DESCRIBE

The importance of safety awareness on the ground and in the air DESCRIBE

Engine shutdown procedures DESCRIBE


Post-flight Discussion

Student Performance DESCRIBE

Instructor Performance DESCRIBE

P/N 19605-001 169


A3
Cirrus Private Instrument CourseStrand 1 - Lesson 3Ground LessonHow the Airplane’s Systems Work
Desired Outcome

Des

crib

e

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Per

form

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rved

The Cirrus Airplane Systems

Engine and Powerplant DESCRIBE

Ignition System DESCRIBE

Fuel System DESCRIBE

Propeller DESCRIBE

Electrical System DESCRIBE

Pitot Static System DESCRIBE

Gyroscopes DESCRIBE

Magnetic Compass DESCRIBE

Avidyne Primary Flight Display DESCRIBE

Avidyne Multifunction Display DESCRIBE

Autopilot DESCRIBE

Avionics and Data Link Systems DESCRIBE

Global Positioning System DESCRIBE

Collision Avoidance System DESCRIBE

The CAPS System DESCRIBE

AmSafe System (airbag and seatbelt) DESCRIBE

E-TAWS System DESCRIBE

Ice Protection System DESCRIBE


Unusual Situations

Partial or Complete Loss of Instruments DESCRIBE

Recovery from Unusual Attitudes DESCRIBE

Partial or Complete Power Loss DESCRIBE

P/N 19605-001 171


A4

Cirrus Private Instrument CourseStrand 1 - Lesson 4Dual Flight LessonSchool Shopping

Desired Outcome

Des

crib

e

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Per

form

Man

age/

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No

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rved

Preflight Discussion

Discuss the Scenario, Objectives and Completion Standards of the Lesson DESCRIBE

Prelight Planning and Preparation DESCRIBE

Airplane Weight and Balance Considerations DESCRIBE

Airplane Performance Considerations DESCRIBE

Single Pilot Resource Management (SRM)Personal Minimums & Risk Management

DESCRIBE

Review

Cockpit Management DESCRIBE

Use of Checklists DESCRIBE

Powerplant Operations DESCRIBE

Avionics and Automation Operations DESCRIBE

Taxiing and Ground Operations DESCRIBE

Normal Takeoff and Climb DESCRIBE

The Four Fundamentals DESCRIBE

Traffic Pattern and Normal Landing DESCRIBE

Post Flight Procedures and Checklists DESCRIBE

Introduction

Obtaining Weather Information DESCRIBE

Calculating Weight and Balance DESCRIBE

Predicting Airplane Performance DESCRIBE

The proper use of the Autopilot DESCRIBE

The responsibility of the Pilot in Decision-Making DESCRIBE

Situational Awareness DESCRIBE

Single-pilot resource management DESCRIBE

Post Flight Discussion

Student performance DESCRIBE


P/N 19605-001 173


A5

Cirrus Private Instrument CourseStrand 1 - Lesson 5Ground LessonBasic Aerodynamics

Desired Outcome

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crib

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form

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Ground Lesson Discussion

Basic Aerodynamics DESCRIBE

Four Forces of Flight DESCRIBE

Airplane Stability DESCRIBE

Airspeed Transitions DESCRIBE

Slow Flight DESCRIBE

Loss of Lift and Stalls DESCRIBE

Spin Awareness DESCRIBE

Left Turning tendencies DESCRIBE

G Force DESCRIBE

Load Factor DESCRIBE

Turning Flight DESCRIBE

Ground Effect DESCRIBE

Introduction to Ground Reference Maneuvers

Wind Drift DESCRIBE

Rectangular Course DESCRIBE

Turns around a Point DESCRIBE

“S” Turns DESCRIBE

The Airport Traffic Pattern DESCRIBE



P/N 19605-001 175


A6

Cirrus Private Instrument CourseStrand 1 - Lesson 6Dual Flight LessonHail Damage Survey Flight

Desired Outcome

Des

crib

e

Exp

lain

Pra

ctic

e

Per

form

Man

age/

Dec

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bse

rved


Discuss the Scenario, Objectives, and Completion Standards of the Lesson DESCRIBE

Pre-flight Planning and Preparation DESCRIBE

Airplane Weight and Balance Considerations DESCRIBE

Airplane Performance Considerations DESCRIBE

Single-pilot Resource Management (SRM)Personal Minimums and Risk Management

DESCRIBE

Review

Cockpit Management EXPLAIN

Use of Checklists EXPLAIN

Powerplant Operations EXPLAIN

Avionics and Automation Operations EXPLAIN

Taxiing and Ground Operations EXPLAIN

Normal Takeoff and Climb EXPLAIN

The Four Fundamentals EXPLAIN

Traffic Pattern and Normal Landing EXPLAIN

Post-flight Procedures and Checklists EXPLAIN

Introduction

Basic Navigation (GPS and Chart) DESCRIBE

Wind Drift Corrections DESCRIBE

Maneuvering with Reference to Objects on the Ground DESCRIBE

Airport Traffic Pattern Entry DESCRIBE

Wake Turbulence and Wind Shear Avoidance DESCRIBE

Introduction to an Instrument Approach DESCRIBE

Normal Landing DESCRIBE




P/N 19605-001 177


A7

Cirrus Private Instrument CourseStrand 1 - Lesson 7Dual Flight LessonCar Parts Delivery

Desired Outcome

Des

crib

e

Exp

lain

Pra

ctic

e

Per

form

Man

age/

Dec

ide

No

t O

bse

rved


Discuss the Scenario, Objectives, and Completion Standards of the Lesson EXPLAIN

Pre-flight Planning and Preparation EXPLAIN

Airplane Weight and Balance Considerations EXPLAIN

Airplane Performance Considerations EXPLAIN


EXPLAIN

Review

Cockpit Management EXPLAIN

Use of Checklists EXPLAIN

Powerplant Operations EXPLAIN

Avionics and Automation Operations EXPLAIN

Taxiing and Ground Operations EXPLAIN

Normal Takeoff and Climb EXPLAIN

The Four Fundamentals EXPLAIN

Traffic Pattern and Normal Landing EXPLAIN

Post-flight Procedures and Checklists EXPLAIN

Introduction

Maximum Performance Takeoff and Climb DESCRIBE

Stabilized Approach to Landing DESCRIBE

Predicting Airplane Performance DESCRIBE

Slip to Land DESCRIBE

Go-around (Rejected Landing) DESCRIBE

Weight and Balance Calculations EXPLAIN





P/N 19605-001 179


A8

Cirrus Private Instrument CourseStrand 1 - Lesson 8Ground LessonThe Rules of Flight

Desired Outcome

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crib

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form

Man

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rved


General Limitations for Student Pilots DESCRIBE

Requirements for Solo Flight DESCRIBE

Medical Certificates – Class and Duration DESCRIBE

Right-of-way Rules of Flight DESCRIBE

Traffic Pattern Operations and Local Traffic Pattern Altitude DESCRIBE

Local Radio Frequencies DESCRIBE

Radio Communication Requirements DESCRIBE

“Best Practice” for the Flow of Air Traffic at the Local Airport DESCRIBE

Local Practice Area Locations DESCRIBE

Transitioning Between Airport and Practice areas and Return DESCRIBE


The Responsibility of the Pilot in Decision Making DESCRIBE



P/N 19605-001 181


A9

Cirrus Private Instrument CourseStrand 1 - Lesson 9Dual Flight LessonBreakfast Fly-In

Desired Outcome

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crib

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Per

form

Man

age/

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rved


Discuss the Scenario, Objectives, and Completion Standards of the Lesson PRACTICE

Pre-flight Planning and Preparation PRACTICE

Airplane Weight and Balance Considerations PRACTICE

Airplane Performance Considerations PRACTICE


PRACTICE

Review

Cockpit Management PRACTICE

Use of Checklists PRACTICE

Powerplant Operations PRACTICE

Avionics and Automation Operations PRACTICE

Taxiing and Ground Operations PRACTICE

Normal Takeoff and Climb PRACTICE

The Four Fundamentals PRACTICE

Traffic Pattern and Normal Landing PRACTICE

Post-flight Procedures and Checklists PRACTICE

Introduction

Steep Turns DESCRIBE

Stall Recognition and Recovery PRACTICE

Stall Demonstrations: Power-on-and-off PRACTICE

Normal Traffic Pattern PRACTICE

Airspeed Transitions in the Traffic Pattern PRACTICE

Normal Approach and Landing PRACTICE

Single-pilot Resource Management PRACTICE


Student Performance EXPLAIN

Instructor Performance EXPLAIN

P/N 19605-001 183


A10

Cirrus Private Instrument CourseStrand 1 - Lesson 10Dual Flight LessonAerial Survey

Desired Outcome

Des

crib

e

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lain

Pra

ctic

e

Per

form

Man

age/

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No

t O

bse

rved


Discuss the Scenario, Objectives, and Completion Standards of the Lesson PRACTICE

Pre-flight Planning and Preparation PRACTICE

Airplane Weight and Balance Considerations PRACTICE

Airplane Performance Considerations PRACTICE


PRACTICE

Review

Cockpit Management PRACTICE


Powerplant Operations PRACTICE

Avionics and Automation Operations PRACTICE

Taxiing and Ground Operations PRACTICE

Normal Takeoff and Climb PRACTICE

The Four Fundamentals PRACTICE

Traffic Pattern and Normal Landing PRACTICE

Post-flight Procedures and Checklists PRACTICE

Introduction and Practice

Navigating to a Specific Point PRACTICE

Turns Around a Point PRACTICE

“S” Turns Across a Road PRACTICE

The Proper Use of the Autopilot PRACTICE

The Responsibility of the Pilot in Decision Making PRACTICE

Fuel Supply Management DESCRIBE



Student Performance PRACTICE

Instructor Performance PRACTICE

P/N 19605-001 185


A11

Cirrus Private Instrument CourseStrand 1 - Lesson 11Dual Flight LessonAnniversary Dinner

Desired Outcome

Des

crib

e

Exp

lain

Pra

ctic

e

Per

form

Man

age/

Dec

ide

No

t O

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rved


Discuss the Scenario, Objectives, and Completion Standards of the Lesson PERFORM

Pre-flight Planning and Preparation PERFORM

Airplane Weight and Balance Considerations PERFORM

Airplane Performance Considerations PERFORM


PERFORM

Review

Cockpit Management PERFORM

Use of Checklists PERFORM

Powerplant Operations PERFORM

Avionics and Automation Operations PERFORM

Taxiing and Ground Operations PERFORM

Normal Takeoff and Climb PERFORM

The Four Fundamentals PERFORM

Traffic Pattern and Normal Landing PERFORM

Post-flight Procedures and Checklists PERFORM

Introduction

Obtaining Weather Information PRACTICE

Calculating Weight and Balance PERFORM

VFR Navigation outbound PERFORM

The Proper Use of the Autopilot PERFORM

IFR Navigation to get home PERFORM

Instrument Approach Demonstration PERFORM

Single-pilot Resource Management PERFORM


Student Performance PERFORM

Instructor Performance PERFORM

P/N 19605-001 187


A12

Cirrus Private Instrument CourseStrand 1 - Lesson 12Dual Flight LessonThe Business Proposal

Desired Outcome

Des

crib

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Per

form

Man

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No

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rved







PERFORM

Review










Introduction

Application of Airplane Systems Knowledge PRACTICE

Abnormal Situations PRACTICE

Airplane System Malfunctions PRACTICE

Dealing with In-flight Emergencies EXPLAIN


Situational Awareness PRACTICE





P/N 19605-001 189


A13

Cirrus Private Instrument CourseStrand 1 - Lesson 13Dual Flight LessonRed Cross Volunteer

Desired Outcome

Des

crib

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lain

Pra

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e

Per

form

Man

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rved







PERFORM

Review











Navigation Skills PERFORM

Abnormal and Emergency Procedures PERFORM

Accuracy Under Time Pressures PERFORM

Landing Practice PERFORM

The Responsibility of the Pilot in Decision Making PERFORM

Situational Awareness PERFORM





P/N 19605-001 191


A14

Cirrus Private Instrument CourseStrand 1 - Lesson 14Dual Flight LessonVisit a Potential Customer

Desired Outcome

Des

crib

e

Exp

lain

Pra

ctic

e

Per

form

Man

age/

Dec

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No

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rved







PERFORM

Review











Radio Communication PERFORM

VFR Navigation PERFORM

Cross Wind Landing PRACTICE



Personal Minimums MANAGE/DECIDE





P/N 19605-001 193


A15

Cirrus Private Instrument CourseStrand 1 - Lesson 15Dual Flight LessonProficiency Flight

Desired Outcome

Des

crib

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lain

Pra

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e

Per

form

Man

age/

Dec

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No

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rved


Discuss the Scenario, Objectives, and Completion Standards of the Lesson MANAGE/DECIDE

Pre-flight Planning and Preparation MANAGE/DECIDE

Airplane Weight and Balance Considerations MANAGE/DECIDE

Airplane Performance Considerations MANAGE/DECIDE


MANAGE/DECIDE

Review

Cockpit Management MANAGE/DECIDE

Use of Checklists MANAGE/DECIDE

Powerplant Operations MANAGE/DECIDE

Avionics and Automation Operations MANAGE/DECIDE

Taxiing and Ground Operations MANAGE/DECIDE

Normal Takeoff and Climb MANAGE/DECIDE

The Four Fundamentals MANAGE/DECIDE

Traffic Pattern and Normal Landing MANAGE/DECIDE

Post-flight Procedures and Checklists MANAGE/DECIDE

Introduction

Traffic Pattern and Collision Avoidance PERFORM

Proper Use of Flaps and Speed Changes PERFORM

Establishing a Stabilized Approach PERFORM

Normal Landings PERFORM

Recognizing a Faulty Approach and Making Timely Corrective Actions PERFORM

Go-around (Rejected Landing) PERFORM

Pilot Judgment and Decision Making PERFORM




P/N 19605-001 195


A16

Cirrus Private Instrument CourseStrand 1 - Lesson 16Ground LessonPre-Solo Written Exam

Desired Outcome

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rved


The regulation that requires a Pre-solo Written Exam (61.87) PERFORM

Knowledge Area: Part 61 Pertaining to Student Pilots PERFORM

Knowledge Area: Part 91 Applicable Flight Rules PERFORM

Knowledge Area: Operations at the Local Airport PERFORM

Knowledge Area: Operation of the Cirrus Airplane PERFORM

Pre-solo Written Exam

Administer the Pre-solo Written Exam Complete

Grade and Review the Pre-solo Written Exam

Student Performance Complete Exam

Instructor Performance Review Exam

P/N 19605-001 197


A17

Cirrus Private Instrument CourseStrand 1 - Lesson 17Dual/Solo Flight LessonFirst Solo Flight

Desired Outcome

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crib

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Pra

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e

Per

form

Man

age/

Dec

ide

No

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rved







MANAGE/DECIDE

Review










Obtaining Weather Information PERFORM


Predicting Airplane Performance PERFORM




First Solo Flight

Overall Student Performance PERFORM

P/N 19605-001 199


A18

Cirrus Private Instrument CourseStrand 1 - Lesson 18Dual Flight LessonProgress Flight

Desired Outcome

Des

crib

e

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lain

Pra

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e

Per

form

Man

age/

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ide

No

t O

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rved







MANAGE/DECIDE

Cockpit Management MANAGE/DECIDE











Predicting Airplane Performance PERFORM





P/N 19605-001 201


A19

Cirrus Private Instrument CourseStrand 2 - Lesson 19Solo Flight LessonStaying Proficient

Desired Outcome

Des

crib

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Pra

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e

Per

form

Man

age/

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rved







MANAGE/DECIDE

Review







Navigation to a Designated Practice Area PERFORM

Steep Turns PERFORM

Slow Flight and Stalls PERFORM

Ground Reference Maneuvers PERFORM

Traffic Pattern entry PERFORM

Normal Approach and Landing PERFORM

Post-flight Checklists PERFORM







P/N 19605-001 203


A20

Cirrus Private Instrument CourseStrand 2 - Lesson 20Ground LessonNavigation Essentials

Desired Outcome

Des

crib

e

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lain

Pra

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e

Per

form

Man

age/

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No

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rved


Acquiring Real-Time Weather Information EXPLAIN

Reading the Sectional Chart EXPLAIN

Selecting the Best Altitude Considering Terrain, Wind, and Hemispheric Rules EXPLAIN

Calculating Climb Performance EXPLAIN

Calculating Fuel Consumption (Gallons per Hour: GPH) EXPLAIN

Selecting VFR Navigation Checkpoints EXPLAIN

Determining IAS, CAS, TAS, and GS EXPLAIN

Determining TC, TH, MH, and CH EXPLAIN

Calculating the Time Duration of the Flight EXPLAIN

Calculating Fuel Required for the Flight EXPLAIN

Calculating Fuel Reserves for the Flight EXPLAIN

Preparing and Filing a VFR Flight Plan EXPLAIN

Diversions to Unplanned Airports EXPLAIN

The Responsibility of the Pilot for Navigation Decision Making EXPLAIN

Situational Awareness EXPLAIN

Single-pilot Resource Management EXPLAIN

P/N 19605-001 205


A21

Cirrus Private Instrument CourseStrand 2 - Lesson 21Dual Flight LessonGolf Trip

Desired Outcome

Des

crib

e

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lain

Pra

ctic

e

Per

form

Man

age/

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ide

No

t O

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rved







MANAGE/DECIDE

Before Takeoff

Acquiring Real-Time Weather Information PRACTICE

Reading the Sectional Chart PRACTICE

Selecting the Best Altitude Considering Terrain, Wind, and Hemispheric Rules PRACTICE

Calculating Climb Performance PRACTICE

Calculating Fuel Consumption (Gallons per Hour: GPH) PRACTICE

Selecting VFR Navigation Checkpoints PRACTICE

Determining IAS, CAS, TAS, and GS PRACTICE

Determining TC, TH, MH, and CH PRACTICE

Calculating the Time Duration of the Flight PRACTICE

Calculating Fuel Required for the Flight PRACTICE

Calculating Fuel Reserves for the Flight PRACTICE

Preparing and Filing a VFR Flight Plan PRACTICE

During the Flight


Normal Takeoff and Transition En Route PRACTICE

VFR Flight Plan Management PRACTICE

Appropriate Use of Autopilot PRACTICE

VFR Navigation and Checkpoints PRACTICE

Calculation of Actual Groundspeed PRACTICE

Transition From En Route to Traffic Pattern PRACTICE

Pilot Decision Making PRACTICE


P/N 19605-001 207


A22

Cirrus Private Instrument CourseStrand 2 - Lesson 22Ground LessonMultiple Destination Cross Country Flight Planning

Desired Outcome

Des

crib

e

Exp

lain

Pra

ctic

e

Per

form

Man

age/

Dec

ide

No

t O

bse

rved


Acquiring Real-Time Weather Information PRACTICE

Reading the Sectional Chart PRACTICE

Selecting the Best Altitude Considering Terrain, Wind, and Hemispheric Rules PRACTICE

Calculating Climb Performance PRACTICE

Calculating Fuel Consumption (Gallons per Hour: GPH) PRACTICE

Selecting VFR Navigation Checkpoints PRACTICE

Determining IAS, CAS, TAS, and GS PRACTICE

Determining TC, TH, MH, and CH PRACTICE

Calculating the Time Duration of the Flight PRACTICE

Calculating Fuel Required for the Flight PRACTICE

Calculating Fuel Reserves for the Flight PRACTICE

Preparing and Filing a VFR Flight Plan PRACTICE

Diversions to Unplanned Airports PRACTICE

The Responsibility of the Pilot for Navigation Decision Making PRACTICE



Introduction

Weight and Balance for Cross Country DESCRIBE

Aircraft Logbooks DESCRIBE

Required Aircraft Inspections and ADs DESCRIBE

Recent Pilot Experience DESCRIBE

Class D Airspace DESCRIBE

Class C Airspace DESCRIBE

P/N 19605-001 209


A23

Cirrus Private Instrument CourseStrand 2 - Lesson 23Dual Flight LessonBusiness Meeting

Desired Outcome

Des

crib

e

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lain

Pra

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e

Per

form

Man

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rved







MANAGE/DECIDE

Review



Normal Takeoff and Transition En Route PERFORM

Proper Use of the Autopilot PERFORM

VFR Flight Plan Management PERFORM

VFR Navigation and Checkpoints PERFORM

Transition From En Route to Traffic Pattern PERFORM

Radio Communication PERFORM


Introduction

Encounter with Instrument Conditions DESCRIBE

Flying With a View Limiting Device DESCRIBE

Basic Attitude Instrument Flying DESCRIBE

The Proper Use of the Autopilot DESCRIBE

180-degree Escape from Instrument Conditions DESCRIBE

Unusual Attitude Recovery DESCRIBE





P/N 19605-001 211


A24

Cirrus Private Instrument CourseStrand 2 - Lesson 24Solo Cross Country Flight LessonGo Visit Your Mother!

Desired Outcome

Des

crib

e

Exp

lain

Pra

ctic

e

Per

form

Man

age/

Dec

ide

No

t O

bse

rved







MANAGE/DECIDE

Before Takeoff

Acquiring Real-Time Weather Information PERFORM

Reading the Sectional Chart PERFORM

Selecting the Best Altitude Considering Terrain, Wind, and Hemispheric Rules PERFORM

Calculating Climb Performance PERFORM

Calculating Fuel Consumption (Gallons per Hour: GPH) PERFORM

Selecting VFR Navigation Checkpoints PERFORM

Determining IAS, CAS, TAS, and GS PERFORM

Determining TC, TH, MH, and CH PERFORM

Calculating the Time Duration of the Flight PERFORM

Calculating Fuel Required for the Flight PERFORM

Calculating Fuel Reserves for the Flight PERFORM

Preparing and Filing a VFR Flight Plan PERFORM

During the Flight




Appropriate Use of Autopilot PERFORM


Calculation of Actual Groundspeed PERFORM


Pilot Decision Making PERFORM


P/N 19605-001 213


A25

Cirrus Private Instrument CourseStrand 2 - Lesson 25Solo Cross Country Flight LessonGet back for the Ball Game

Desired Outcome

Des

crib

e

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lain

Pra

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e

Per

form

Man

age/

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ide

No

t O

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rved







MANAGE/DECIDE

Before Takeoff













During the Flight










P/N 19605-001 215


A26

Cirrus Private Instrument CourseStrand 2 - Lesson 26Ground LessonGetting Ready to fly in the Dark

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Ground Lesson Discussion – Night Flying

What is Considered “Night” by the FAA DESCRIBE

Aircraft Lights DESCRIBE

Airport Selection at Night: Is fuel available After regular business hours? DESCRIBE

Airport Facilities Directory: AFD DESCRIBE

Fuel Requirements at Night DESCRIBE

Equipment needed for Night Flying DESCRIBE

Cockpit Management at Night DESCRIBE

VFR Navigation at Night DESCRIBE

Route Selection at Night DESCRIBE

Emergencies at Night DESCRIBE

Preparing and Filing a VFR Flight Plan DESCRIBE

Ground Lesson Discussion – Aeromedical Factors

Night Vision DESCRIBE

Visual Illusions at Night DESCRIBE

Disorientation DESCRIBE

Hypoxia and Supplemental Oxygen DESCRIBE

Hyperventilation DESCRIBE

Alcohol / Drug awareness DESCRIBE

Motion Sickness DESCRIBE

Stress and Fatigue DESCRIBE

Personal Minimums DESCRIBE

Pilot Decision Making DESCRIBE

P/N 19605-001 217


A27

Cirrus Private Instrument CourseStrand 2 - Lesson 27Dual Flight Lesson at NightSpecial Date

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Before Takeoff






Selecting VFR Navigation Checkpoints that Can Be Seen at Night PERFORM





Calculating fuel reserves at Night PERFORM


During the Flight





VFR Navigation and Checkpoints at Night PERFORM





P/N 19605-001 219


A28

Cirrus Private Instrument CourseStrand 2 - Lesson 28Dual Flight Lesson at NightProficiency and Avoiding Hazards at Night

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Review

Cockpit Management at Night DESCRIBE

Use of Checklists DESCRIBE

Equipment needed for Night flight DESCRIBE

Aircraft Lights DESCRIBE

Taxiing and Ground Operations at Night DESCRIBE

Normal Takeoff and Climb at Night DESCRIBE

Collision Avoidance at Night DESCRIBE


Post-flight Procedures and Checklists DESCRIBE

Introduction

Pilot Recent Experience at Night DESCRIBE

Runway Illusions at Night DESCRIBE

Airport Lighting DESCRIBE

Practice Night Landings to a full stop DESCRIBE

Unexpected Situations at Night – Loss of Landing Light DESCRIBE

Unexpected Situations at Night – Loss of Cockpit Lighting and Panel instru-ments

DESCRIBE





P/N 19605-001 221


A29

Cirrus Private Instrument CourseStrand 2 - Lesson 29Dual Flight LessonCross Country Progress Check

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During the Flight










P/N 19605-001 223


A30

Cirrus Private Instrument CourseStrand 3 - Lesson 30Ground LessonAirspace and RadioCommunication

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Airspace and the Airport Facility Directory DESCRIBE

Controlled and Uncontrolled Airspace (Class G and Class E) DESCRIBE

Class D Airspace and Radio Communication required DESCRIBE

Class C Airspace and Radio Communication required DESCRIBE

Class B Airspace and Radio Communication required DESCRIBE

Communication with a Flight Service Station while in-flight - various methods DESCRIBE

Runway Incursion Avoidance DESCRIBE

Wake Turbulence Avoidance DESCRIBE

RADAR and Air Traffic Control Services DESCRIBE

Reading and Using METARS DESCRIBE

Reading and Using TAFS DESCRIBE

Reading and Using PIREPS DESCRIBE

Reading and Using the Winds and Temperatures Aloft Forecast DESCRIBE

Reading and Using Area Forecasts DESCRIBE

Predicting Icing Conditions DESCRIBE

Airmets, Sigmets and Convective Sigmets DESCRIBE

The Responsibility of the Pilot in Decision Making with Regard to the Weather DESCRIBE



P/N 19605-001 225


A31

Cirrus Private Instrument CourseStrand 3 - Lesson 31Dual Flight Lesson toCongested AirspaceDrop Off a Computer for Repair

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During the Flight










P/N 19605-001 227


A32

Cirrus Private Instrument CourseStrand 3 - Lesson 32Solo Flight Lesson to Congested AirspacePick Up Repaired Computer

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During the Flight










P/N 19605-001 229


A33

Cirrus Private Instrument CourseStrand 3 - Lesson 33Solo Flight LessonManufacturing Plant

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Before Takeoff













During the Flight










P/N 19605-001 231


A34

Cirrus Private Instrument CourseStrand 3 - Lesson 34Solo Flight LessonThe Science Fair

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Before Takeoff













During the Flight










P/N 19605-001 233


A35

Cirrus Private Instrument CourseStrand 3 - Lesson 35Solo Flight LessonAwards Banquet

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Before Takeoff













During the Flight










P/N 19605-001 235


A36

Cirrus Private Instrument CourseStrand 4 - Lesson 36Ground LessonIFR Departure and Arrival

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IFR Departure and Arrival Procedures DESCRIBE

The Difference Between a VFR and an IFR Flight Plan DESCRIBE

IFR Clearance DESCRIBE

Working with Air Traffic Control Between Airports in the En Route Phase of Flight

DESCRIBE

Departure and Arrival Control DESCRIBE

Air Route Traffic Control Centers DESCRIBE

Radio Communication with ATC DESCRIBE

Non-Precision Instrument Approach DESCRIBE

Precision Instrument Approach DESCRIBE

Straight-in Landing After an IFR Approach DESCRIBE

Circle-to-land After an IFR Approach DESCRIBE

Basic Attitude Instrument Flying and the Proper Use of the Autopilot DESCRIBE

Reading Instrument En Route Charts DESCRIBE

Reading Instrument Approach Charts DESCRIBE

P/N 19605-001 237


A37

Cirrus Private Instrument CourseStrand 4 - Lesson 37Dual Flight LessonAttitude Instrument Flying

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IFR Departure and Arrival Procedures EXPLAIN

The Difference Between a VFR and an IFR Flight Plan EXPLAIN

IFR Clearance EXPLAIN

Working with Air Traffic Control Between Airports in the En Route Phase of Flight

EXPLAIN

Departure and Arrival Control EXPLAIN

Air Route Traffic Control Centers EXPLAIN

Radio Communication with ATC EXPLAIN

Non-Precision Instrument Approach EXPLAIN

Precision Instrument Approach EXPLAIN

Straight-in landing After an IFR Approach EXPLAIN

Circle-to-land After an IFR Approach EXPLAIN

Basic Attitude Instrument Flying and the Proper Use of the Autopilot EXPLAIN

Reading Instrument En Route Charts EXPLAIN

Reading Instrument Approach Charts EXPLAIN

Introduction

Maintaining Airplane Control Without Outside Visual References – Instrument Reference only (IR) and Without Autopilot

PRACTICE

Flying with a View Limiting Device PRACTICE

Controlling Airplane Altitude, Heading, and Speed With Instrument Reference Only - IR

PRACTICE

Making airspeed changes IR PRACTICE

Spacial Disorientation Demonstration and Recovery PRACTICE

Spacial Disorientation Avoidance PRACTICE

Unusual Attitude Recovery PRACTICE




P/N 19605-001 239


A38

Cirrus Private Instrument CourseStrand 4 - Lesson 38Dual Flight LessonReunion Flight

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Single-pilot Resource Management (SRM)Personal Minimums and Go/no-go decision

MANAGE/DECIDE

Before Takeoff


Reading an Instrument Chart PERFORM





Calculating IFR Fuel Reserves for the Flight PERFORM

Preparing and Filing an IFR Flight Plan PERFORM

During the Flight


Receiving an IFR Clearance PRACTICE

Transition from Takeoff to En Route PERFORM


En Route IFR Navigation and Radio Communication PERFORM

Instrument Approach Set-up PRACTICE

Non-Precision Approach PRACTICE

Landing Straight-in After Approach PRACTICE

Missed Approach PRACTICE

P/N 19605-001 241


A39

Cirrus Private Instrument CourseStrand 4 - Lesson 39Solo Flight LessonsVFR Cross Country BlockNote: This Lesson will require several flights to complete. Make copies of this sheet as needed for each trip.

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Single-pilot Resource Management (SRM)Personal Minimums and Go/no-go Decision

MANAGE/DECIDE

Before Takeoff













During the Flight






Air Traffic Control Communication and Services PERFORM


Pilot Decision Making MANAGE/DECIDE

Single-pilot Resource Management MANAGE/DECIDE

P/N 19605-001 243


A40

Cirrus Private Instrument CourseStrand 4 - Lesson 40Dual Flight LessonThe Architectural Prints

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Before Takeoff









During the Flight







Non-Precision Approach PRACTICE

Circle-to-land After Approach PRACTICE


P/N 19605-001 245


A41

Cirrus Private Instrument CourseStrand 4 - Lesson 41Solo Flight LessonsVFR Cross Country BlockNote: This Lesson will require several flights to complete. Make copies of this sheet as needed for each trip

Desired Outcome

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Before Takeoff













During the Flight










P/N 19605-001 247


A42

Cirrus Private Instrument CourseStrand 4 - Lesson 42Dual Flight LessonThe Journalist Flight

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Before Takeoff









During the Flight







Localizer Approach (LOC, SDF, LDA) PRACTICE

Straight-in Landing After Approach PRACTICE


P/N 19605-001 249


A43

Cirrus Private Instrument CourseStrand 4 - Lesson 43Dual Flight LessonCollege Recruiting Trip

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Before Takeoff









During the Flight


Receiving an IFR Clearance PERFORM




Instrument Approach Set-up PREFORM

Instrument Landing System (ILS) Approach PRACTICE

Straight-in Landing After Approach PRACTICE


P/N 19605-001 251


A44

Cirrus Private Instrument CourseStrand 4 - Lesson 44Dual Flight LessonStrand Check Flight

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MANAGE/DECIDE

Before Takeoff









During the Flight






Instrument Approach Set-up PERFORM

Non-Precision and Precision Approach PERFORM

Circle-to-land After Approach PERFORM

Missed Approach PERFORM

P/N 19605-001 253


A45

Cirrus Private Instrument CourseStrand 5 - Lesson 45Ground LessonIFR Flight Planning and Holding Patterns

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Ground Lesson Discussion: IFR Cross Country Planning

Single-pilot Resource Management (SRM)IFR Personal Minimums and the Go/no-go Decision

EXPLAIN

IFR Route Selection and IFR En Route Charts DESCRIBE

IFR Altitude Selection Including MEA, MOCA, MRA, MCA and MAA. DESCRIBE

IFR Weather Considerations Including Turbulence and icing. DESCRIBE

IFR Navigation Planning DESCRIBE

IFR Flight Plan Management DESCRIBE

Determining if an Alternate Airport is Required on the IFR Flight Plan DESCRIBE

If an Alternate is Required, How is an Alternate Airport Selected? DESCRIBE

IFR Fuel Reserves With and Without an Alternate Airport DESCRIBE

Various Methods of Receiving the IFR Clearance Including Void Times DESCRIBE

Ground Lesson Discussion – Holding Patterns

Holding Pattern Layout and Shape DESCRIBE

Timing the Holding Pattern DESCRIBE

Flying a Holding Pattern with a Crosswind DESCRIBE

Understanding ATC Holding Instructions DESCRIBE

Expect Further Clearance (EFC) Time DESCRIBE

Holding Pattern Entry DESCRIBE

Holding Patterns En Route DESCRIBE

Holding Patterns After an IFR Approach DESCRIBE

The Proper Use of the Autopilot DESCRIBE


P/N 19605-001 255


A46

Cirrus Private Instrument CourseStrand 5 - Lesson 46Dual Flight LessonFAA Safety Seminar

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MANAGE/DECIDE

Before Takeoff









During the Flight





En Route IFR Navigation, Radio Communication and Holding Pattern PRACTICE


Precision and Non-Precision Approach PERFORM

Straight-in and/or Circle-to-land After Approach PERFORM

Missed Approach to a Holding Pattern PRACTICE

P/N 19605-001 257


A47

Cirrus Private Instrument CourseStrand 5 - Lesson 47Ground LessonWeather Review and Alternate Airports

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Obtaining Real Time Weather Information PERFORM

Receiving a Weather Briefing from a Flight Service Station: FSS PERFORM

Reading and Using METARS PERFORM

Reading and Using TAFS PERFORM

Reading and Using PIREPS PERFORM

Reading and Using the Winds and Temperatures Aloft Forecast PERFORM

Reading and Using the Area Forecast PERFORM

Airmets, Sigmets, and Convective Sigmets PERFORM

Using the Forecast Weather Information to Determine if an IFR Alternate Is Required

PERFORM

If an IFR Alternate is required: Using Forecast Weather Information to Select a Suitable Alternate Airport

PERFORM

Single-pilot Resource Management (SRM)IFR Personal Minimums and the Go/no-go Decision

PERFORM




P/N 19605-001 259


A48

Cirrus Private Instrument CourseStrand 5 - Lesson 48Dual Flight LessonAvionics Repair Station Flight

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Before Takeoff









During the Flight






Holding Pattern While En Route PERFORM


Non-Precision Approach PERFORM

Precision Approach PERFORM

Straight-in and/or Circle-to-land After Approach PERFORM

Missed Approach to a Holding Pattern PERFORM

Dealing with an Electrical System Malfunction in IFR Conditions PRACTICE

Emergency Procedures PRACTICE

P/N 19605-001 261


A49

Cirrus Private Instrument CourseStrand 5 - Lesson 49Solo Flight LessonsSolo/PIC Cross Country BlockNote: This Lesson will require several flights to complete. Make copies of this sheet as needed for each trip

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MANAGE/DECIDE

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During the Flight







Flight into Class D and/or C as Directed PERFORM




P/N 19605-001 263


A50
Cirrus Private Instrument CourseStrand 5 - Lesson 50Dual Flight LessonDaughter’s Spring Break Trip.
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Before Takeoff









During the Flight






Partial and Complete Loss of Radio Communications Capability in IFR PRACTICE

Electrical System Malfunctions PRACTICE

IFR Emergency Procedures PRACTICE


Precision and/or Non-Precision Approach PERFORM

Straight-in or Circle-to-land Approach PERFORM


P/N 19605-001 265


A51
Cirrus Private Instrument CourseStrand 5 - Lesson 51Solo Flight LessonsFinal VFR Cross Country BlockNote: This Lesson will require several flights to complete. Make copies of this sheet as needed for each trip
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During the Flight







Flight Into Class D and/or C as directed PERFORM




P/N 19605-001 267


A52
Cirrus Private Instrument CourseStrand 5 - Lesson 52Dual Flight LessonPick Up Business Equipment
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DME Arc PRACTICE




P/N 19605-001 269


A53

Cirrus Private Instrument CourseStrand 5 - Lesson 53Dual Flight LessonInstructor Guided Scenarios

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Before Takeoff









During the Flight






Flying the Airplane With the Partial Loss of Flight Deck Instrumentation (Partial Panel)

PRACTICE





P/N 19605-001 271


A54

Cirrus Private Instrument CourseStrand 5 - Lesson 54Dual Flight LessonThe Real Estate Class

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During the Flight






Flight with Partial Panel Instruments PRACTICE

DME Arc PERFORM




Missed Approach to Holding Pattern PERFORM

P/N 19605-001 273


A55

Cirrus Private Instrument CourseStrand 5 - Lesson 55Dual Flight LessonThe Surprise Party

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Before Takeoff









During the Flight






IFR Emergency Procedures PERFORM





P/N 19605-001 275


A56

Cirrus Private Instrument CourseStrand 5 - Lesson 56Dual Flight LessonThe BCS game

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MANAGE/DECIDE

Before Takeoff








Preparing and Filing an IFR Flight Plan Including Alternate Airport selection PERFORM

During the Flight





Radio Communication with ARTCC PERFORM

IFR Navigation On and Off airways PERFORM


Precision and Non-Precision Approach PERFORM

Straight-in and Circle-to-land Approach PERFORM

P/N 19605-001 277


A57

Cirrus Private Instrument CourseStrand 5 - Lesson 57Dual Flight LessonThe Family Reunion

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MANAGE/DECIDE

Before Takeoff








Preparing and Filing an IFR Flight Plan Including Alternate Airport Selection PERFORM

During the Flight






Holding Pattern En Route PERFORM


DME Arc PERFORM


Straight-in and/or Circle-to-land Approach PERFORM

P/N 19605-001 279


A58

Cirrus Private Instrument CourseStrand 5 - Lesson 58Ground LessonPrivate PilotKnowledge Review

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Aircraft Certificates and Documents PERFORM

Required Aircraft Inspections PERFORM


Reading and Using weather products PERFORM

VFR Cross Country Planning PERFORM

Airplane Performance and Limitations PERFORM

Operation of Cirrus Airplane systems PERFORM

Minimum Equipment List PERFORM

Aeromedical Factors PERFORM

Pre-flight inspection PERFORM


Engine Start and Safety Procedures PERFORM

Taxi and before Takeoff checks PERFORM

ATC Light Gun Signals PERFORM

Airport markings and lighting PERFORM

Normal and Crosswind Takeoff and climb PERFORM

Normal and Crosswind Approach and land PERFORM


Max Performance Takeoff and Landings PERFORM

Go-around (Rejected Landing) PERFORM

Steep Turns PERFORM

Slow Flight and various stall demos PERFORM

Diversion and Lost Procedures PERFORM

Recovery from Unusual Attitudes PERFORM

Emergency Descent and Forced Landing PERFORM

System Malfunctions and Emergencies PERFORM

Radio Communication: All Airspace Types PERFORM

RADAR Services PERFORM

In-Flight Communication with FSS PERFORM

National Airspace System PERFORM

Air Traffic Control PERFORM

Night flight preparations PERFORM

Rules of Flight – Part 91 PERFORM

Rules of Certification – Part 61 PERFORM

Privileges of a Private Pilot PERFORM

Limitations on a Private Pilot PERFORM

Responsibilities of Pilot in Command PERFORM


Personal Minimums PERFORM

P/N 19605-001 281


A59

Cirrus Private Instrument CourseStrand 5 - Lesson 59Dual Flight LessonPrivate Pilot Skills ReviewWith the PT’s personal instructor

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Oral Exam






MANAGE/DECIDE

All Topics, Procedures and Maneuvers that are outlined in the most current edi-tion of the: Private Pilot Practical Test Standard

PERFORM

Flight Exam

All Topics, Procedures and Maneuvers that are Outlined in the Most Current Edition of the: Private Pilot Practical Test Standard

PERFORM


Student Overall Performance indecision making MANAGE/DECIDE

P/N 19605-001 283


A60

Cirrus Private Instrument CourseStrand 5 - Lesson 60Dual Flight LessonPractical Test Review FlightWith a Check Instructor

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Oral Exam






MANAGE/DECIDE

All Topics, Procedures and Maneuvers that are Outlined in the Most Current Edition of the: Private Pilot Practical Test Standard

PERFORM

Flight Exam

All Topics, Procedures and Maneuvers that are Outlined in the Most Current Edition of the Private Pilot Practical Test Standard

PERFORM


Student’s Overall Performance in Decision Making MANAGE/DECIDE

P/N 19605-001 285


A61

Cirrus Private Instrument CourseStrand 5 - Lesson 61Ground LessonIFR Knowledge Review

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Obtaining IFR Weather Information PERFORM

Reading and Using Weather Products PERFORM

IFR Cross Country Planning PERFORM

Alternate Airport selection PERFORM

Operation of Cirrus Airplane IFR Systems PERFORM

Aircraft Flight Instruments PERFORM

Aeromedical Factors Pertaining to IFR PERFORM

Instrument Cockpit Checks PERFORM

IFR Flight Plan PERFORM

IFR Clearance PERFORM

ATC Instructions: Departure (SID), En Route, Holding, and Arrival (STAR) PERFORM

Holding Procedures PERFORM

Basic Attitude Instrument Flying PERFORM

Proper Use of the Autopilot PERFORM

Intercepting and Tracking Radials PERFORM

Instrument En Route Charts PERFORM

Instrument Approach Charts PERFORM

Non-Precision Approach: GPS, VOR, VOR/DME, NDB, LOC, SDF, LDA, ASR PERFORM

Precision Approach: ILS PERFORM

Diversion to an Unplanned Airport PERFORM

Diversion to an Unplanned Approach PERFORM

Recovery from Unusual Attitudes PERFORM

Straight-in Landing at the End of Approach PERFORM

Circle-to-land at the end of an Approach PERFORM

IFR Radio Communication Requirements PERFORM

RADAR Services PERFORM

Missed Approach Including Holding PERFORM

Missed Approach during Circle-to-land PERFORM

Loss of Radio Communication in IFR PERFORM

Loss of Navigation Capability in IFR PERFORM

Partial Loss of Panel Instrumentation PERFORM

Electrical system Malfunctions PERFORM

Privileges of an IFR Rated Private Pilot PERFORM

Personal IFR Minimums PERFORM

Recent Experience to Operate IFR PERFORM

Responsibilities of Pilot in Command PERFORM


P/N 19605-001 287


A62

Cirrus Private Instrument CourseStrand 5 - Lesson 62Dual Flight LessonFinal Flight Test ReviewNote: This lesson could be flown twice– once with the student’s assigned instructor and a second with a Check Instructor

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Oral Exam






MANAGE/DECIDE

All Topics, Procedures and Maneuvers that are Outlined in the Most Current Edition of the: Instrument Rating- Airplane Practical Test Standard

PERFORM

Flight Exam

All Topics, Procedures and Maneuvers that are outlined in the most current edi-tion of the:

PERFORM


Student’s Overall Performance in Decision Making MANAGE/DECIDE

P/N 19605-001 289